i 


THE  LIBRARY 

OF 

THE  UNIVERSITY 

OF  CALIFORNIA 

LOS  ANGELES 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

IVIicrosoft  Corporation 


http://www.archive.org/details/artofphonographyOOmunsiala 


By  JAMES  E.  MUNSON, 

OFFICIAL  STKNOGRAPHER  NEW  YORK  SUPREME  COURT. 


I.  The  Art  of  Phonography. 

A  Complete  Instructor  in  the  Best  Method  of 
Shorthand  for  All  Kinds  of  Verbatim  Work, 
with  the  Author's  Latest  Improvements.  New 
revised  edition.      12"  .  .  .  $2.00 

II.  A  Shorter  Course  in  Munson  Phonography. 

Adapted  for  the  Use  of  Schools  and  for  Self- 
Instruction.      12°. 

III.  Dictionary  of  Munson  Phonography. 

Giving  the  Correct  Phonographic  Outlines  of 
Words  and  Phrases  with  partial  vocalization. 
{In  preparation.) 

IV.  Phonographic  Reader. 

Printed  in  Phonographic  Characters,  with  let- 
ter-press keys.     {In  preparation.) 


G.  P.  PUTNAM'S  SONS,  New  York  and  London 


THE  ART 

OF 

PHONOGRAPHY 

A  COMPLETE    INSTRUCTOR   IN   THE  BEST 

METHOD  OF  SHORTHAND  FOR  ALL  KINDS 

OF  VERBATIM  WORK,  WITH  THE  AUTHOR'S 

LATEST   IMPROVEMENTS 


BY 


JAMES  E.  MUNSON 

OFFICIAL  STENOGRAPHER,  NEW  YORK  SUPREME  COURT,  AND 
AUTHOR   OF  THE   MUNSON   SYSTEM    OF    PHONOGRAPHY 


NEW,  REVISED  EDITION 
SEVENTH     IMPRESSION 


G.  P.  PUTNAM'S  SONS 

NEW   YORK   AND    LONDON 

Sbe  finlckecbocker  prees 
1900 


Copyright,  1895,  by 
JAMES  E.  MUNSON 

Copyright,  1898,  by 
JAMES   E.  MUNSON 


Ube  ftniciiecbocltec  t>tc»t,  fUw  fiork 


noo 


PREFACE  TO  THE  REVISED  EDITION. 

By  the  revisions  contained  in  this  edition  of  The 
Art  of  Phonography"  no  new  phonographic  signs 
or  principles  are  introduced,  the  only  change  made 
being  the  simplification  of  the  rule  of  position  for 
phrases  composed  entirely  of  breve-signs.     Hereto- 
fore the  general  rule  that  the  first  breve-word  of  such 
a  phrase  be  written  in  its  own  position,  has  had  cer- 
^    tain  exceptions  which  for  a  time  were  thought  to  be 
••    useful  if  not  absolutely  indispensable.     It  has  been 
K    found,  however,  that  we  can  get  along  just  as  well 
g    without  those  exceptions,  so  they  have  been  aban- 
^    doned,  and  the  rule  is  now  made  universal  that  the 
first  word  of  a  phrase  composed  of  breve-signs  may 
5?  be  written  in  the  position  it  would  occupy  when 
»  standing   alone.     This  modification  of  the   rule   of 
^  phrase-position,  like  most  other  improvements  that 
have  been  made  by  me  in  the  phonographic  system 
during  the  many  years  that  my  text-books  have  been 
3    published,  is  altogether  in  the  line  of  simplicity,  and 
5   will  be  welcomed  by  both  teachers  and  students  of 
phonography.     The  simplified  rule  may  be  found  at 
paragraph  761,  page  271. 

The  Course  of  Twenty  Lessons,  which  until 
now  has  been  printed  in  a  separate  pamphlet,  has 
been  added  at  the  end  of  the  book. 


448456 


iv  PREFACE. 

TO  ALL  WRITERS  OF   MUNSON   PHONOGRAPHY. 

I  will  take  this  occasion,  while  speaking  of  phrase- 
position,  to  say  a  word  in  regard  to  word-position 
(see  paragraphs  140,  143,  159,  229,  230,  234),  and  to 
warn  writers  of  this  system  of  plionography  not  to 
listen  to  the  suggestion  of  phonographers  of  the  old 
school  that  it  is  not  necessary  or  desirable  to  make  it 
a  rule  to  write  words  in  the  positions  indicated  by 
their  accenteii  vowels.  This  caution  seems  to  be 
needed  at  the  present  time  because  of  certain  state- 
ments made  on  the  subject  by  a  prominent  Washing- 
ton reporter  in  a  recent  work  treating  of  shorthand 
-  speed.  The  claim  made  by  him  is  that  it  is  not  only 
unnecessary  in  practice  to  generally  write  words  in 
position,  but  that  it  is  a  hindrance  to  the  acquisition 
of  speed.  I  made  answer  to  this  author's  statement 
in  a  magazine  article,  of  which  the  following  is  the 
substance : 

OUR  VOWEL-SCALE   AND  WORD-POSITION. 

In  order  to  get  a  true  appreciation  of  the  great 
superiority  of  the  vowel-scale  of  our  system,  in  which 
the  arrangement  is  ah,  a,  e,  aw,  o,  oo,  over  the  old 
vowel-scale  of  the  "Ninth  Edition,"  the  order  of  that 
scale  being  e,  a,  ah,  aw,  o,  oo,  it  is  only  necessary  to 
make  a  comparison  of  the  results  attained  by  the  use 
of  both  arrangements  of  the  vowel-sounds.  It  is 
a  fundamental  principle  of  phonography  that  like 
sounds  be  written  or  indicated  by  similar  signs  or 
means,  and  unlike  sounds  by  dissimilar  signs  or 
means.     This  principle  has  always  been  carried  out 


PREFACE.  V 

in  writing  the  consonants,  so  far  as  it  was  .practicable 
to  do  so,  by  assigning  to  each  class  of  sounds  a  par- 
ticular set  of  characters,  labials  being  represented  hy 
signs  that  slant  to  the  left,  dentals  by  perpendicular 
signs,  palatals  by  signs  that  slant  to  the  right,  and 
gutturals  by  horizontal  signs ;  and  by  marking  the 
distinction  between  breath  consonants,  as  p, /,  etc., 
and  subvocals,  as  b,  v,  etc.,  by  difference  in  shading 
(see  paragraphs  43-47).  But  when  we  come  to  the 
vowel-sounds,  the  representation  of  which  is  denoted 
mostly  by  difference  of  place  at  the  sides  of  stems, 
and  only  to  a  limited  extent  by  difference  of  signs 
(dots  and  dashes),  we  find  that  this  important  basic 
principle  of  phonographic  writing  has  been  violated 
in  a  most  perplexing  manner,  in  that  the  old  vowel- 
scale  tlirows  into  the  same  vowel-place  vowels  that 
are  very  different  in  sound,  and  into  vowel-places 
that  are  at  opposite  ends  of  the  scale,  vowels  that  are 
quite  similar  in  sound.  The  practical  effect  of  this 
has  been  that  "  Ninth  Edition  "  phonographers  have 
always  found  it  very  much  harder  to  observe  word- 
position  than  writers  of  our  system  do.  Indeed,  I 
have  seldom  heard  students  of  my  phonography  com- 
plain of  difficulty  in  learning,  or  in  observing  when 
learned,  the  rule  of  position  that  outlines  of  words 
be  written  in  the  positions  indicated  by  the  places  of 
their  accented  vowels. 

THE   TWO  VOWEL-SCALES. 

Both  of  the  vowel-scales  are  shown  in  the  following 
arrangements.     Also  see  top  of  page  36. 


vi 

PREFACE. 

OUR 

VOWEL   SCALE. 

ah 

a 

aw 

5            I 

a 

e 

o 

U 

e 

i 

oo 

6b           E"v 

e 

i 

aw 

o 

a 

e 

o 

ii 

ah 

a 

oo 

ob 

01  ow 


"NINTH  edition"   VOWEL-SCALK 

I  OI 

ow  EW 

In  the  vowel-scale  of  our  system  all  of  the  open 
vowel-sounds  fall  to  the  first  place,  that  is,  are  writ- 
ten opposite  the  beginning  of  a  stem,  while  all  of 
the  close  vowel-sounds  go  to  the  bottom  of  the  scale, 
and  take  the  third  place ;  so  that,  whenever  a  writer 
hears  a  word,  the  loudest  vowel  of  which  is  one  of 
the  broad,  open  sounds,  ah,  a,  aw,  6,  i,  oi,  OW,  he  in- 
stinctively raises  the  outline  of  the  word  a  little  from 
the  line ;  and  whenever  he  hears  a  word,  the  loudest 
vowel  of  which  is  one  of  the  close  or  "  squeezed  " 
sounds,  e,  i,  oo,  ob,  EW,  he  just  as  instinctively  lowers 
the  outline  a  little  from  the  median  line.  There  is 
no  mystery  about  it  at  all — he  could  hardly  help 
doing  it  if  he  tried.  What  can  be  more  natural  or 
easy,  with  our  vowel-scale,  than  to  write  in  the  first 
position  the  outlines  of  such  words  as  pa,  saw-,  at, 
ought,  on,  or,  am,  by,  joy,  vow,  shock,  knife,  march, 
cap,  balmy,  balky,  mighty,  voyage,  noisy,  adorn, 
benign,  origin,  barn,  thorn,  arbor,  fibre,  decline,  law- 
ful, grammar,  adopt,  ballot,  avoided,  opposite,  father, 


PREFACE.  VU 

bother,  etc.,  and  to  write  in  the  third  position  the 
outlines  of  such  words  as  be,  to,  see,  in,  each,  due, 
few,  era,  adieu,  veto,  dizzy,  ensue,  beauty,  beacon, 
impugn,  region,  rendition,  Jupiter,  legal,  infant,  luna- 
tic, receipt,  visit,  lucid,  mischief,  execution?  But 
when  the  student  is  taught,  as  he  certainly  is  if  he  is 
learning  a  system  that  uses  the  "  Ninth  Edition " 
vowel-scale,  that  the  vowels  are  all  mixed  up,  that 
half  of  the  open  vowels  and  half  of  the  close  vowels 
are  written  in  the  first  place,  and  the  other  half  of 
each  class  are  written  in  the  third  place,  that  "  odd  " 
belongs  to  the  first  position,  and  "  at "  to  the  third, 
that  "adopt"  is  a  first-position  word  and  "ballot"  a 
third- position  word,  that  "calm"  and  "father"  are 
written  in  the  third  position,  and  "  comma "  and 
"  bother  "  are  written  in  the  first  position,  what  won- 
der can  there  be  that  the  learner  becomes  confused 
and  finds  difficulty  in  writing  words  in  the  positions 
of  their  accented  vowels  ? 

A  WORD  TO  BEGINNERS. 

During  the  past  few  years  phonography  and  the 
type-writing  machine  have  together  opened  a  very 
large  field  of  industry  to  young  men  and  young 
women,  which  they  have  not  been  slow  to  occupy. 
The  correspondence  and  other  writing  carried  on  in 
business  of  all  kinds  is  now  done  almost  entirely 
through  the  medium  of  the  amanuensis,  who  takes 
the  dictation  in  shorthand,  and  prepares  the  tran- 
scripts on  the  type-writer.     Now,   because  phonog- 


viil  PREFACE. 

raphj,  bv  reason  of  its  naturalness  and  simplicity, 
is  a  most  fascinating  study  to  people  of  all  degi-ees  of 
education — to  the  illiterate  as  well  as  to  the  learned 
— many  have  been  led  to  take  it  up,  with  a  view  to 
using  it  in  earning  a  livelihood,  who  are  not  qualified 
by  previous  educational  training  to  fill  business  situ- 
ations to  the  satisfaction  of  employers.  I,  therefore, 
feel  it  but  right  that  a  word  of  caution  be  said  to 
beginners.  It  is  not  enough  that  an  amanuensis  be 
able  to  write  phonography  and  to  manipulate  the 
keys  of  a  type- writer  to  qualify  him  to  do  acceptable 
work  as  an  employe  receiving  pay.  There  are  at 
least  four  other  requisites  :  he  must  be  a  good  speller, 
must  be  able  to  write  grammatical  English,  must  un- 
derstand punctuation,  and  must  be  possessed  of  good 
common  sense.  Unless  one  has  all  of  these  qualifica- 
tions he  can  hardly  hope  for  success  in  doing  the 
shorthand  work  of  a  business  house.  I,  therefore, 
would  not  advise  any  one  to  take  up  the  study  of 
phonography,  with  the  expectation  of  using  it  in 
business,  whose  education  is  defective  in  the  respects 
which  I  have  indicated.  I  mention  the  possession  of 
common  sense  as  being  also  quite  necessary,  because 
some  phonogra]^hers  fail  of  success  through  inability 
to  understand  the  meaning  of  what  is  dictated  to  them, 
and  so  are  apt  to  make  nonsense  of  the  transcripts. 
The  work  of  a  really  good  amanuensis  is  always 
characterized  by  accuracy,  neatness,  and  dispatch. 

J.  E.  M. 
New  York,  April,  1898. 


PREFACE. 

In  this  new  instruction  book  I  have  endeavored  to 
set  forth,  with  accuracy  and  great  completeness  of 
detail,  the  exact  style  of  phonography  that  is  used  by 
me  in  my  work  as  court  and  general  stenographer. 
The  system  of  shorthand  here  presented  is  substan- 
tially the  same  as  that  which  was  devised  and  pub- 
blished  by  me  many  years  ago ;  but  it  includes  also 
certain  modifications  and  additions  which  experience 
and  the  changes  that  in  recent  times  have  occurred  in 
the  requirements  of  shorthand  reporting  have  majle 
desirable.  During  the  thirty-five  years  since  the  be- 
ginning was  made  of  employing  stenographei*s  in  our 
courts  by  statutory  appointment,  at  no  time  have  the 
duties  of  those  oflScials  been  so  exacting  as  they  now 
are.  The  vast  incrense  in  the  business  of  the  courts, 
which  has  come  with  the  enormous  growth  of  our 
great  cities  in  population  and  wealth,  and  the  conse- 
quent expansion  of  all  business  interests,  has  com- 
pelled the  courts  to  seek  to  expedite  their  work  in 
every  possible  way.  One  of  the  results  is  that  trials 
are  now  conducted  much  more  rapidly  than  they  ever 
were  before,  especially  as  regards  the  examination  of 
witnesses;  thus  making  it  necessary  for  the  stenog- 
rapher to  write  with  greater  speed  than  was  formerly 
required  of  him.  Another  result  is  that  both  judges 
and  counsel  have  learned  to  depend  upon  the  stenog- 
rapher for  aid  in  facilitating  the  trial  of  cases,  which 


X  PREFACE. 

is  manifested  by  their  frequently  calling  upon  him  to 
read  his  shorthand  minutes  in  open  court;  a  practice 
which  tests  his  powers  and  makes  it  highly  essential 
that,  while  taking  the  notes,  he  shall  form  the  charac- 
ters with  such  care  and  precision,  as  well  as  complete- 
ness of  outline,  that  they  wiU  be  readily  legible, 
notwithstanding  the  greater  speed  at  which  they  are 
written.  Therefore,  in  order  to  meet  this  increased 
demand  upon  the  shorthand  writer's  skill,  both  in 
writing  and  in  the  prompt  deciphering  of  his  notes, 
and  to  make  his  labor  as  light  as  possible,  and  at  the 
same  time  to  add  to  its  efficiency,  I  have  listened  will- 
ingly to  suggestions  of  improvement  by  others,  and 
have  adopted  new  things  if  upon  trial  in  actual  re- 
porting they  have  been  found  to  have  merit. 

I  claim  that  the  system  of  phonography  taught  in 
this  book  is  better  adapted  than  any  other  for  gen- 
eral use,  and  especially  with  reference  to  one  short- 
hand writei''s  being  able  to  read  the  notes  of  another, 
for  the  reason  that  in  all  of  its  features,  from  the  most 
comprehensive  general  rules  to  the  smallest  details,  it 
is  entirely  rational  and  practicable.  It  contains  noth- 
ing that  is  based  upon  mere  theory,  because  every- 
thing has  been  fully  tested  in  thorough  and  ample 
practice.  It  has  always  been  a  matter  of  surprise  to 
those  not  versed  in  shorthand  that  so  few  phonog- 
raphers  should  be  able  to  decipher  the  notes  of  other 
writers.  And  yet  one  does  not  need  to  look  far  for 
the  cause  of  this  common  inability  to  read  one  an- 
other's notes.  It  does  not,  as  a  rule,  come  from  any 
radical  deviations  from  the  broad,  general  principles 
of  phonography,  but,  rather,  from  certain  slight  dif- 
ferences in  the  mode  of  carrying  out  the  minor  details 


PREFACE.  XI 

—  variations  from  the  author's  original  instruction; 
which  peculiarities  the  reporter  is  accustomed  to  speak 
of  as  ''  little  changes  of  my  own."  Nothing,  however, 
is  more  common  than  to  hear  Munson  writers  say, 
"  I  write  phonography  exactly  as  it  is  taught  in  the 
books."  But,  in  my  many  years  of  practice,  I  have 
never  yet  seen  one  writer  of  another  system,  of  much 
experience  in  reporting,  who  claimed  that  he  followed 
with  anything  like  implicitness  the  teachings  of  his 
text-hook.  The  reason  for  this  is  quite  obvious.  In 
my  books  of  instruction  phonography  has  been  pre- 
sented exactly  as  I  write  it  myself.  It  has,  therefore, 
always  been  a  practical,  working  system,  and  those  who 
have  learned  it  from  the  books  have  been  able,  without 
making  any  changes,  to  do  good  work  from  the  start. 
On  the  other  hand,  as  none  of  the  authors  of  any  of  the 
other  leading  works  on  phonography,  either  American 
or  English,  have  followed  the  profession  of  reporting, 
but  have  been  to  a  great  extent  mere  theorists,  their 
books  teach  systems  of  shorthand  which  in  many  im- 
portant respects  are  not  practicable.  The  consequence 
has  been  that  learners  from  those  books,  when  they 
have  come  to  put  their  knowledge  in  practice  in  actual 
work,  have  been  obliged  to  make  many  changes  in 
their  mode  of  writing,  to  depart  from  the  systems  as 
learned,  to  discard  some  things  as  not  usable,  and  to 
take  in  expedients  from  outside  sources  to  make  up  for 
the  loss.  The  natural  result  that  has  come  from  this 
tinkering  of  systems  is  that  no  two  followers  of  any 
one  of  them  write  phonography  exactly  alike ;  and  so, 
without  special  instruction,  they  are  not  able  to  read 
each  other's  notes.  In  saying  this,  however,  I  do  not 
mean  to  state  or  even  intimate  that  there  are  no  first- 


Xii  PREFACE. 

rate  stenographers  among  the  writers  of  other  sys- 
tems, for  there  are  mam^  of  them.  But  I  do  say  that, 
as  a  rule,  those  who  have  become  expert  aud  ef&eieut 
in  the  art  have  done  so  through  their  own  individual 
efforts,  and  their  ability,  guided  by  experience  and 
further  study  of  the  art,  to  discover  the  defects  of 
their  systems  as  learned,  and  to  find  means  to  remedy 
them. 

Art  of  Phonography  is,  without  doubt,  the  most 
complete  book  of  instruction  in  shorthand,  both  in 
respect  to  rules  and  details  for  the  beginner,  and  also 
for  practical  suggestions  to  the  advanced  student, 
that  was  ever  published.  For  this  reason  it  will  surely 
be  welcomed  by  all  unprejudiced  lovers  of  phonog- 
raphy as  being  exactly  the  book  that  is  needed.  Every 
true  student  of  phonography  is,  of  course,  anxious  to 
become  an  expert  shorthand  writer,  and  every  con- 
scientious teacher  of  the  art  is  desirous  of  seeing  good 
fruits  come  from  his  instruction.  That  this  publica- 
tion will  contribute  more  towards  securing  successful 
results  in  both  of  these  respects  than  any  of  its  pre- 
decessors is  predicted  with  great  confidence.  One  im- 
portant object  that  I  have  had  in  view  in  its  prepara- 
tion has  been  to  give  a  personal  interpretation  of  my 
own  system,  so  that  both  teachers  and  pupils  will  be 
relieved  of  the  labor  of  investigation  and  construc- 
tion, and  can  direct  all  their  energies  to  the  study 
proper  of  that  which  has  been  already  worked  out  for 
them  by  the  author. 

The  reading  exercises  of  classified  words  scattered 
through  the  book,  and  given  in  connection  with  the 
rules  of  phonography  which  they  illustrate,  are  the 
fullest  and  most  complete  that  have  ever  been  pre- 


PREFACE.  Xlll 

sented  in  an  elementary  instruction  book,  and  cannot 
faU  to  give  the  student  such  a  familiarity  with  word- 
outlines  of  all  sorts  and  varieties,  and  such  a  ground- 
ing in  the  principles  upon  which  they  are  formed,  that 
he  will  be  prepared  to  correctly  write  any  other  out- 
lines with  which  he  is  liable  to  be  confronted.  In  the 
early  days  of  phonography  the  pioneers  in  the  field 
of  phonographic  reporting  in  America  were  helped 
onward  to  decided  and  most  gratifying  success  by 
the  old  phonographic  Word  Books  of  Andrews  and 
Boyle,  in  which  was  given,  in  ordinary  type,  the  great 
body  of  the  words  of  the  English  language,  arranged 
in  a  succession  of  exercises,  according  to  the  method 
in  which  each  class  has  to  be  written  in  phonography. 
The  reading  and  writing  exercises  contained  in  this 
book  will  afford  the  same  kind  of  assistance  to  the 
learners  of  to-day,  only  in  a  much  more  efficient  wa.j, 
because  the  classified  words  are  given  not  only  in 
common  print  but  in  phonographic  signs  as  well. 

Phonographic  Reading  Matter. — One  of  the  most  im- 
portant aids  to  advanced  learners  of  phonography,  in 
teaching  them  to  write  both  correctly  and  with  facil- 
ity, is  a  suitable  supply  of  phonographic  reading  ma- 
terial, properly  prepared  and  printed  in  shorthand  char- 
acters. Taken  in  connection  with  regular  daily  prac- 
tice in  writing,  the  reading  of  phonographic  matter  is 
useful  in  that  it  extends  one's  knowledge  of  outlines, 
both  of  words  and  of  phrases,  just  as  they  are  met 
with  in  writing  the  language.  The  engraved  reading 
exercises  of  continuous  matter  near  the  end  of  the 
book  will  supply  the  demand  for  such  phonographic 
reading  as  far  as  it  is  feasible  to  do  so  in  a  book  of 
this  kind.    There  will,  however,  soon  be  issued  a  se- 


XIV  PREFACE. 

ries  of  phonographic  readers,  printed  in  the  revised 
phonography,  containing  carefull}'  selected  matter, 
and  covering  every  subject  which  the  phonographic 
reporter  will  be  liable  to  encounter  in  the  most  diver- 
sified practice. 

New  Order  of  Presentation.  —  On  turning  over  the 
leaves  of  this  book,  one  of  the  first  things  that  will 
attract  the  attention  of  an  old-time  phonographer 
will  be  the  new  arrangement  of  the  four  chief  sub- 
divisions of  phonography.  Instead  of  adopting  the 
ancient  stereotyped  order  of  presentation,  which  is 
follov^d  substantially  in  every  other  text-book,  by 
which  the  circles  and  loops  are  taught  before  in 
troducing  the  hooks  or  the  halving  and  lengthen- 
ing principles,  the  circles  and  loops  are  presented 
last  of  all,  the  order  being  as  follows:  —  (1)  Simple- 
stems,  (2)  Hooked-stems,  (3)  Modified-stems  (i.  e., 
shortened  or  lengthened  stems),  (4)  Circles  and 
Loops.  This  change  in  arrangement,  putting  the 
circles  and  loops  after  all  the  others,  sweeps  away 
several  apparent  exceptions  to  general  rules,  which 
have  heretofore  annoyed  teachers  and  perplexed 
learners.  The  exceptions  are  spoken  of  as  "apparent," 
because  they  disappear  entirely  when  the  proper  order 
of  instruction  is  applied. 

En-curl  and  Ishun-hook.  —  The  use  of  the  final  "  curl " 
after  breve-s  (the  s-circle),  etc.,  for  n  instead  of  shun, 
is  new  to  this  system,  though  not  original  with  me. 
I  had  long  desired,  however,  to  make  this  change  in 
the  use  of  the  curl,  but  did  not  see  the  way  clear  to 
do  so  until  I  had  devised  the  new  Ishun-hook,  to  take 
the  place  of  the  old  device  for  writing  the  final  sylla- 
bles of  such  words  as  decision,  recision,  physician,  in- 


PREFACE.  XV 

cision,  musician,  sensation,  possession,  etc.  These  two 
expedients  taken  together,  the  curl  for  n  and  the  new 
Ishun-hook,  constitute  a  great  phonographic  improve- 
ment.    See  pages  210  to  216. 

New  System  of  Breves.  —  But  the  most  important 
addition  that  has  been  made  to  the  system  is  the  pro- 
vision for  writing  several  of  the  most  frequent  words 
of  the  language  by  means  of  small  signs  called 
"  breves,"  an  expositi(m  of  which  will  be  found  under 
"The  Breves  in  Phrase- writing,"  at  pages  249-276, 
For  this  valuable  contribution  I  am  indebted  to  Mr. 
Edwin  N.  Bobbins,  an  experienced  writer  of  the  sys- 
tem, and  one  of  the  official  stenographers  of  the  New 
York  Supreme  Court.  It  should  be  noted  that  it  is 
the  peculiar  manner  in  which  the  breve-signs  are  em- 
ployed, and  not  the  shorthand  characters  themselves, 
that  is  new.  The  "  tick  "  or  "  dash  "  word-signs  of 
the  old  phonography  (corresponding  with  our  straight 
breves),  as  presented  in  the  text-books  of  other  au- 
thors, were  originally  selected  in  a  very  unskillful, 
haphazard  way.  And,  besides,  the  assignment  of  the 
characters  so  chosen  to  the  various  words  which  they 
respectively  represent  was  made  with  so  little  regard 
for  any  consideration  of  the  order  of  sequence  or  the 
comparative  frequency  of  those  words  as  they  ordi- 
narily occur,  or  for  the  natural  requirements  and  con- 
ditions of  correct  pencraft,  that  in  practice  they  have 
always  proved  to  be  very  unsatisfactory.  For  this 
reason,  after  having  used  them  myself  in  reporting 
for  several  years,  when  I  came  to  make  my  revision 
and  reformation  of  Pitmanic  phonography,  I  was  im- 
pelled to  discard  them  altogether,  and  use  stem-signs 
in  their  stead.    And  so,  from  that  time  down  to  the 


XVI  PREFACE. 

present,  one  of  the  marked  features  of  my  phonog- 
raphy has  been  its  freedom  from  tick  word-signs. 
But  several  years  ago  Mr.  Robbins,  who  is  a  very 
enthusiastic  student  of  the  stenographic  art,  think- 
ing that  possibly  there  might  be  some  good  use 
to  which  these  unemployed  characters  could  be  put, 
set  himself  to  the  task  of  working  out  that  problem. 
After  spending  much  time  in  investigation  and  ex- 
periment, all  the  time  testing  everything  in  the  cruci- 
ble of  actual  reporting,  he  finally  succeeded  in  devel- 
oping this  scheme  of  breve-signs,  which  he  has  kindly 
allowed  me  to  use.  I  did  not,  however,  decide  to  in- 
corporate it  into  the  system  until  I  had  given  it  a 
long  and  thorough  trial  in  my  own  reporting,  and 
found  that  it  worked  exceedingly  well  in  practice. 
These  breve-signs  are  adapted  to  the  forming  of  a 
great  many  excellent  phrase-signs  which,  as  will  be 
found,  not  only  increase  the  speed  of  one's  writing 
but  also  add  to  its  legibility.  Other  improvements  of 
minor  importance,  such  as  the  use  of  the  "indepen- 
dent loops"  in  word-outlines,  the  "curl"  for  "en," 
"in,"  etc.,  in  initial  hooks,  were  also  suggestions  of 
Mr.  Robbins. 

Phraseography.  —  The  material  of  the  old  Phrase 
Book  —  a  work  that  at  one  time  was  a  most  excellent 
assistant  to  students  of  the  system,  but  which,  owing 
to  the  destructitm  at  the  printer's  some  years  ago  of 
most  of  its  original  drawings,  has  been  out  of  print 
for  some  time  —  has  been  carefully  revised  and  the 
substance  of  it  reproduced  herein ;  so  that  it  is  safe 
to  say  that  no  text-book  ever  gave  such  complete  and 
thorough  instruction  on  the  important  subject  of 
Phraseography  as  this. 


PREFACE.  XVn 

Special  attention  is  also  called  to  the  new  rules  for 
the  use  of  downward  and  upward  stems  in  writing 
words  containing  the  consonants  sh,  I,  and  r  (74-90); 
the  extended  employment  of  the  breves  for  w,  y,  and  Ji 
(217-224) ;  the  chapter  entitled  "  How  to  write  unac- 
cented vowels''  (228-232) ;  rules  for  the  formation  of 
past-tense  outlines  (281-288) ;  ditto  of  outlines  of 
plurals  and  possessives  (288-292),  and  the  chapter  in 
reference  to  outlines  of  words  and  phrases  specially 
distinguished,  with  list  (350-400). 

The  illustrations  and  reading  matter  of  this  book, 
given  in  shorthand  characters,  are  printed  from  plates 
that  were  reproduced  by  the  process  of  photo-engrav- 
ing from  original  drawings,  nearly  all  of  which  were 
made  by  the  veteran  and  acknowledged  chief  of  pho- 
nographic engravers  and  draftsmen,  Mr.  Chauncey 
B.  Thorne. 

James  E,  Munson. 

New  York,  June,  1896. 


CONTENTS 


PAGE 

INTRODUCTION  1 

Sounds  of  the  English  Language,  3;  The  Consonant 
Signs  of  Phonography,  4;  The  Vowel  Signs  of 
Phonography,  9 ;  How  to  Use  the  Dictionary, 
12 ;  Preliminary  Directions  to  the  Learner,  16 ; 
Definitions,  17. 

Alphabet  of  Munson  Phonography 18 

PART   FIRST.— SIMPLE   STEMS 19 

LESSON 

I.  Rules  for  Writing  the  Stems 19 

II.  The  Vowel  Places  —  Rules  for  Reading  Phonography 

— Rules  for  Writing  Phonography 21-24 

III.  Chay  and  Ree  Standing  Alone  —  Mnemonic  Aids  to 

the  Learner 25-27 

rv.  Different  Arrangement  of  Stems 29 

V.  The  Diphthongs 32 

VL  Word-Position 34 

VII.  Names  and  Sounds  of  the  Characters 40 

VIII.  Reading    the    Vowel-Signs  —  Writing    the    Vowel- 
Signs  43-45 

IX.  Specific  Directions  about  Writing 47 

X.  Words  of  More  than  One  Stem 52 

XI.  Position  of  Words  of  More  than  One  Vowel 58 

XII.  About  Certain  Stem-Joinings 64 

XIII.  How  to  Write   Concurrent-Vowels  —  Nominal   Con- 
sonant    69,70 

xix 


CONTENTS. 
LE880N.  PAGE 

XIV.  Downward  and  Upward  Consonants    73 

XV.  Same  (continued) 78 

XVI.  Same  (continued) 80 

XVII.  Same  (continued) 85 

XVIII.  Same  (concluded)  88 

XIX.  Diphthong-Signs  Joined  to  Stems 91 

XX  Capital  Letters  and  Proper  Names 94 

XXI.  Abbreviations — List  of  Simple-Stem  Abbrevia- 
tions      97-101 

XXII.  Phraseography 106 


PAET  SECOND.— COMPOUND-STEMS 109 

Introductory 109 

XXIIL  Hooked-Stems  — Final-Hooks 110,111 

XXIV.  The  En  Hook 112 

XXV.  The  Ef  or  Vee  Hook — Exercises  on  the  En  and 

Ef  Hooks 120-123 

XXVT.  The  Shun  Hook 126 

XXVII.  The  Ter  or  Ther  Hook— Exercises  on  the  Shun 

and  Ter  Hooks. .  r 129-131 

XXVIII.  Initial  Hooks— El  and  Er  Hooks  on  Straight 

Stems 133,134 

XXIX.  El  and  Er  Hooks  on  Curved  Stems 138 

XXX.  Special  Vocalization 142 

XXXI.  Way  and  Yay  Hooks  on  Straight  Stems 144 

XXXII.  Plural-Vowel  Signs 146 

XXXIH.  Modified  Stems  — Shortening  Principle 150,151 

XXXIV.  Shortening  Principle  (continued) 153 

XXXV.  Same  (continued) ...  155 

XXXVI.  Same  (concluded)  156 

XXXVII.  Lengthening  Principle 164 


-       PART   THIRD.— CIRCLES  AND  LOOPS 171 

Introductory 171 

XXXVm.  Small  Circle  on  Simple  Stems 172 

XXXIX.  The  Circle  Between  Stems 176 

XX 


CONTENTS. 
LESSON.  FAOK 

XL.  Breve-s  Added  to  Hooks  185 

XU.  Same  (concluded)  187 

XLII.  The  Large  Circle    189 

XLIIL  Of  the  Loops  —  The  Small  Loop 191 

XLIV.  The  Small  Loop  (concluded) 194 

XLV.  The  Large  Loop  — Independent  Loops     196 

XLVI.  Implied  En  and  Er  Hooks  on  Straight  Stems 198 

XLVII.  Vocalization  of  Sper  Stems  —  Ens  and  Sper  Stems 

in  the  Middle  of  Words 201,202 

XLVIII.  Circles  and  Loops  Joined  Together — Exercises  on 

the  Circles 204-208 

XLIX.  Curls  for  the  Nasals  En  and  Ing  —  Final  Curls. . .  .  210 

L.  Initial  Curls 213 

LL  The  Ishun  Hook 215 


PART  FOURTH.  — ABBREVIATION,  WORD-FORMS, 

ETC 217 

LII.  Breve  Signs  for  Way,  Yay,  and  Hay  —  Ordinary 
Letters  by  Phonographic  Signs  —  Table  of 
Equivalents  —  How     to     Write      Unaccented 

Vowels 217-228 

LIII.  Com,  Cum,  Con,  and  Cog 232 

LIV.  Prefixes  and  Suffixes 237 

LV.  Same  (continued)   239 

LVI.  Same  (concluded)  — Stenotypy 243-246 

LVII.  The  Breves  in  Phrase-Writing — Breves  Slanting 

to  the  Right 249-252 

LVIII.  Breves  Slanting  to  the  Left    259 

LIX.  Upright  and  Horizontal  Breves — Straight  Breves 

and  Proximity    262-267 

LX.  Semi-Circle    Breves  —  Enlarging   Breves   to   Add 

"  You-r"  and  "  Would" 268-272 

LXL  Breve  and  Stem  Signs  for  "s,"  "z,"  "st,"  and 
"str," — Words  Commencing  with  "in,"  "en," 

"un,"  "il,"  "im,"  "ir" 276-279 

LXII.  Rules  for  the  Formation  of  Past-Tense  Outlines  . . .  281 
LXIII.  Rules  for  the  Formation  of  Outlines  of  Plurals 

and  Possessives 288 


CONTENTS. 

FAGB 

Miscellaneous  Abbreviations  —  List  of  Abbreviations 
and  Initials  —  Outlines  of  Derivatives  of  the 
Abbreviations  —  Remarks  on  the  List  of  Ab- 
breviations—  Special  Remarks  about  Abbre- 
viations—  Some  General  Rules  of  Abbrevia- 
tion, etc 292-310 

Remarks  about  Word  Forms— Initial  and  Final  Sylla- 
bles   312,313 

Phraseography 314-349 

Outlines  Specially  Distinguished 350-375 

Forms  op  the  Solemn  or  Poetic* Style 375-378 

Reading  Exercises    378-399 

Key  to  Reading  Exercises 399-414 

Aids  to  the  Advanced  Learner 414-424 

Practice  for  Mastery 424-429 

Phonographic  Punctuation  Marks,  etc 429 

French  and  German  Sounds 430 

Numerals  for  Shorthand  Writers 432 

Brief  Forms  for  Fractions 433 

Miscellaneous 434 

Index 437 

Course  of  Twenty  Lessons 447 


ART 

OF 

PHONOGRAPHY. 

INTRODUCTION. 

1.  Language  is  the  expression  of  ideas  by  means  of 
words,  either  spoken  or  written. 

2.  A  Word  consists  of  one  or  more  sounds  of  the 
voice,  used  by  custom  to  express  an  idea ;  as  a,  the, 
for,  etc. 

3.  The  term  word  also  means  the  collection  of  letters  or  char- 
acters which  represent  those  sounds;  as  t-h-e,f-o-r,  etc. 

4.  Writing  Defined — Writing  is  the  art  of  tracing, 
on  paper  or  other  material,  the  letters,  signs,  or  char- 
acters of  words. 

5.  A  written  word  presents  to  the  mind,  through  the  eye,  the 
same  idea  that  its  spoken  counterpart  communicates  through 
the  ear. 

6.  There  are  two  methods  of  writing  English  iu 
use, —  namely.  Longhand  and  Shorthand. 

7.  Longhand  Defined. — The  ordinary  mode  of  writ- 
ing by  the  use  of  script  letters  is  called  ^onahand. 

8.  Shorthand  Defined. —  Shorthand  is  the  art  of  writ- 
ing words  by  means  of  signs  or  letters  which  are  much 
more  simple,  and,  therefore,  briefer  and  more  quickly 
made,  than  the  signs  or  letters  of  longhand,  for  which 
they  are  substituted. 


2  ART  OF   PHONOGRAPHY. 

9.  Phonography  Defined. —  General  Definition. — In  its 

broad  sense,  the  word  "pliouography"  (from  two  Greek 
words,  phonos,  signif yiug  ''  sound,"  and  graphehij  "  to 
wiite"')  means  a  mode  of  writing,  whether  long  or 
short,  in  which  each  speech-sound  of  the  voice  is  rep- 
resented by  a  letter  or  sign  of  its  own.  It  is  also 
known  by  the  name  2)1ionetic  writing. 

10.  Special  Definition. — In  the  more  restricted  sense, 
however,  in  which  the  word  "phonography"  is  com- 
monly employed,  it  means  that  style  of  phonetic  short- 
hand which,  for  purposes  of  verbatim  reporting,  busi- 
ness correspondence,  etc.,  has  come  into  such  general 
use  in  the  United  States  and  other  English-speaking 
countries  during  recent  years. 

11.  Stenography  Defined. —  Stenography  (from  Greek 
sfenos,  meaning  '"  contracted,"  and  graphein)  signifies 
exactly  the  same  as  the  word  "  shorthand,"  and,  there- 
fore, may  be  defined  in  the  same  language.     (See  8.) 

12.  At  one  time,  in  the  early  historj'-  of  phonography,  the 
term  "stenography,"  was  used  quite  commonly  to  designate  the 
older  styles  of  shorthand,  with  their  alphabets  arranged  on  the 
a-b-c  plan,  in  contradistinction  to  the  new  phonetic  system 
then  coming  into  use.  But  that  limitation  upon  the  meaning 
of  the  word  has  become  obsolete,  and  all  systems  of  shorthand, 
phonography  with  the  others,  now  come  under  the  general  des- 
ignation of  "  stenography." 

13.  '•  Stenographer  "  and  "  Phonographer  "  Defined.— The 
writers  of  every  description  of  shorthand  are,  at  the  present 
time,  usually  called  "  stenographers."  A  writer  of  phonography 
is,  of  course,  a  "phonographer."  But  a  "  stenographer"  is  one 
who  writes  any  of  the  systems  of  shorthand,  phonography  being 
one  of  them.  A  "phonographer"  is  a  "stenographer,"  while  a 
writer  of  any  other  shorthand  than  phonography — as,  for  in- 
stance, Gumey's — is  a  "stenographer"  but  not  a  "phonog- 
rapher." 


INTRODUCTION.  3 

SOUNDS  OP  THE  ENGLISH  LANGUAGE. 

14.  Number  of  Sounds. —  In  the  English  Language 
there  are  forty  different  distinct  elementary  sounds 
which  are  used  in  forming  words. 

15.  Kinds  of  Sounds. — Of  these  forty  elementary 
sounds,  sixteen  are  called  Vowels  and  twenty-four  are 
called  Consonants. 

16.  Vowel-Sounds. — ^^''owels  are  those  sounds  of  the 
voice  which  are  pronounced  without  being  obstructed 
by  the  organs  of  speech.  The  words  ah,  owe,  awe, 
are  pure,  simple  vowel-sounds;  so  are  the  names  of  the 
letters  a,  e,  and  o.  It  is  this  ease  or  freedom  of  utterance 
that  distinguishes  the  vowels  from  the  consonants. 

17.  Consonant-Sounds.— Every  Consonant  is  to  a 
greater  or  less  extent  an  obstructed  sound.  This  ob- 
struction varies  in  degree  from  complete  interruption, 
as  in  the  sounds  of  j;  in  pijje  and  b  in  bib  ;  to  less  in- 
terruption, as  in  the  sounds  of /in  fife  and  s  in  says; 
down  to  an  almost  entire  absence  of  interruption,  as 
in  the  sounds  of  w  in  was,  y  in  yet,  and  h  in  lias. 

18.  The  Vowel  Letters  of  the  common  alphabet  are 
a,  e,  i,  0,  and  u. 

19.  The  Consonant  Letters. — All  of  the  others  — 
namely,  b,  c,  d,  f,  g,  li,  j,  I;  1,  m,  n,  p,  q,  r,  s,  t,  v,  tv,  x,  y, 
and  z  —  are  Consonant  Letters ;  except  that  w  and  y, 
besides  being  employed  for  consonant  sounds,  as  in 
was,  you,  etc.,  are  also  used  to  represent  vowel-sounds, 
as  in  now,  few,  by,  city,  etc. 

20.  The  Common  Alphabet,  used  in  printing  and  in 
longhand  writing,  has  l)ut  twenty-six  letters  with 
which  to  represent  the  forty  elementary  sounds  of  our 
language.    For  that  reason  it  is  said  to  be  not  phonetic- 


4  ART   OF   PHONOGRAPHY. 

21.  The  Alphabet  of  Phonography  differs  from  the 
common  alphabet  uot  only  in  being  composed  of 
briefer  signs,  but  in  the  fact  that  it  has  a  character  or 
letter  for  each  of  the  elementary  sounds  of  the  lan- 
guage; thus  making  it  phonetic. 

22.  Consonants  Written  First — Phonography  also 
differs  from  Longhand  in  that  all  the  consonant-signs 
of  a  word  are  written,  one  after  the  other,  before 
writing  any  of  the  vowel-signs,  no  matter  what  may 
be  the  order  of  the  occurrence  of  the  two  kinds  of 
sounds  in  a  word. 

23.  Even  if  the  word  begins  with  a  vowel-sound  —  as  in  aid,  oak; 
or,  orb,  above,  arm,  enough,  ink,  elk;  Albany,  infect,  abolishing, 
etc., —  no  vowel-sign  is  made  until  all  the  consonant-signs  have 
been  written  down.  Therefore,  the  subject  of  the  consonant- 
stems  will  properly  be  presented  first. 

THE  CONSONANT-SIGNS  OF  PHONOGRAPHY. 

24.  In  Phonography  the  consonants  are  written  with 
simple  signs,  each  of  which  is  made  with  a  single  stroke 
of  the  pen.  These  signs  are  called  "  consonant-stems," 
or,  briefly,  "  stems." 

25..  How  Distinguished. — The  consonant-stems  are 
distinguished  one  from  another  in  three  ways ;  namely, 
by  being  made — 

1. — Both  straight  and  curved ;  thus,         ]  ) 

2. — Either  upright,  slanting,  or  horizontal ;  thus, 

I  (         /         -^         ^  w 

3. — Both  light  and  heavy  ;  thus, 

\  \  )  )  /         /         _         — 


INTRODUCTION.  5 

NUMBER  AND  ORIGIN  OF  THE  CONSONANT- STEMS. 

26.  Number  of  Stems.— The  number  of  simple  stems  pro- 
vided by  nature,  each  differing  from  every  other  in  one  or  more 
of  the  ways  stated  in  paragraph  25,  and  for  that  reason  being 
sufficiently  distinguished  to  prevent  any  stem  from  being  mis- 
taken for  another,  is  twenty-four;  which  just  corresponds  with 
the  number  of  consonant-sounds  in  the  language  requiring  to  be 
represented  by  those  stems. 

27.  Origin  of  the  Stems. — The  source  from  which  all  these 
signs  are  derive<l  is  the  circle,  with  diametrical  lines  drawoi  as 
shown  in  the  following  cuts: 


The  first  cut  gives  us  two  straight  stems,  a  perpendicular  and 
a  horizontal,  and  four  slanting  curves ;  and  the  second  gives  us 
two  slanting  straight  stems  and  four  curves,  two  of  which  are 
perpendicular  and  two  horizontal  —  the  two  diagrams  thus  fur- 
nishing twelve  distinct  signs.  Then  by  making  each  of  the 
stems  shaded  as  well  as  light,  we  get  twelve  additional  signs  — 
making  twenty-four  simple  consonant-signs  in  all  (15). 

CLASSIFICATION   OF  THE  PHONOGRAPHIC  SIGNS. 

28.  In  presenting  the  signs  used  in  phonography,  it  is  cus- 
tomary to  classify  them  with  reference  to  the  nature  and  char- 
acteristics of  the  sounds  themselves,  and  not  to  arrange  them 
to  correspond  with  the  order  of  the  letters  in  the  common 
alphabet. 

29.  Consonants  and  Vowels.— Thus,  for  instance,  all  the 
consonants  are  given  in  one  group  by  themselves,  and  all  the 
vowels  in  another  group  by  themselves.  See  the  phonographic 
alphabet  on  page  18. 

30.  Consonant-Groups. — Then  again,  the  consonants,  consid- 
ered by  themselves,  are  separated  into  gi'oups,  each  having  some 
marked  peculiarity  of  its  own.     Thus,   with  reference  to  the 


6  ART  OF  PHONOGRAPHY. 

nature  of  the  sounds,  they  are  divided  into  Abrupts,  Continuants, 
Xasals,  Liquids,  Coalescents,  and  The  Aspirate.  And,  referring 
to  the  place  of  articulation  in  the  vocal  organs,  they  are  called 
Labials,  Dentals,  Labio-dentals,  Lingua-dentals,  Palatals,  and 
Gutturals. 

31.  Abrupts. — The  sounds  of  Pee,  Bee,  Tee,  Dee,  Chay,  Jay, 
Kay,  and  Gay  are  called  Abrupts,  because  they  begin  and  end 
abruptly,  and  are  momentary  in  duration.  They  are  some- 
times called  Mutes.  All  the  Abrupts  are  written  with  unyielding 
straight  stems. 

32.  Continuants.— The  soimds  of  Ef,  Vee,  Ith,  Thee,  Ess, 
Zee,  Ish,  and  Zhee  are  termed  Continuants,  because,  unlike  the 
Abrupts,  they  are  susceptible  of  being  indefinitely  prolonged. 
The  consonants  Em,  En,  Ing,  Lee,  Er,  Way,  and  Yay  are  also 
continuants,  but  they  are  here  classified  with  reference  to 
other  and  more  important  characteristics.  All  the  Continuants 
are  written  with  flowing  curved  stems. 

33.  Nasals. — In  pronouncing  the  nasal  consonants,  Em,  En, 
and  Ing,  the  passage  through  the  nose  is  open,  by  depression  of 
the  soft  palate,  thus  allowing  the  stream  of  vocalized  breath  to 
pass,  while  the  way  through  the  mouth  is  cut  off, 

34.  Liquids. — The  sounds  of  Lee,  Eee,  and  Er  are  called 
Liquids  because  they  flow  into  other  consonants  and  other  con- 
sonants flow  into  them,  they  serving  as  intermediates  between 
such  other  consonants  and  the  sounds  of  vowels.  Eee,  for  the 
purposes  of  this  classification,  is  employed  to  represent  trilled 
r,  which  is  usually  dental,  and  Er  to  represent  untrilled  r, 
which  is  more  frequently  palatal.  In  practice,  however,  no 
such  distinction  is  made  in  the  use  of  Ree  and  Er, 

35.  Coalescents. — The  sounds  of  Way  and  Yay  are  so  closely 
allied  to  the  vowels  o6  and  e  respectively  that  they  are  some- 
times called  senii-voweU.  Their  vowel  nature  enables  them  read- 
ily to  blend  or  coalesce  with  all  of  the  vowel-sounds  and  with 
several  of  the  consonants ;  hence  their  name. 

36.  Aspirate. — The  sound  of  Hay  is  called  Tlie  Aspirate,  be- 
cause it  consists  entirely  of  breath,  expressed  with  such  force  as 
to  become  audible.  The  name  itself  is  derived  from  a  Latin 
verb  meaning  "to  breathe  toward  or  iipon." 

37.  Labials. — The  sounds  of  Pee,  Bee,  Em,  and  Way  are  called 
Labials,  because  they  are  formed  at  the  lips. 


INTRODUCTION.  7 

38.  Labio-dentals.— The  sounds  of  Ef  and  Vee  are  formed  at 
the  upper  teeth  and  lower  lip,  and  are  therefore  called  Labio- 
dentals. 

39.  Lingua-dentals. — The  sounds  of  Tee,  Dee,  Ith,  Dhee, 
Ess,  Zee,  En,  Lee,  and  Ree  are  made  while  the  tip  of  the  tongue 
is  at  or  near  the  upper  teeth,  and  so  they  are  called  Lingua- 
dentals. 

40.  Palatals. — The  sounds  of  Chay,  Jay,  Ish,  Zhee,  Er,  and 
Yay  are  formed  between  the  tongue  and  hard  palate  (back), 
and  hence  they  are  called  Palatals. 

41.  G-utturals. — The  sounds  of  Kay,  Gay,  Ing,  and  Hay  are 
formed  between  the  tongue  and  soft  palate, —  that  is,  at  the 
throat, —  and  are  therefore  called  Gutturals.  Hay  is  properly 
classed  as  a  guttural  only  when  it  is  sounded  alone  or  precedes 
a  throat-vowel. 

42.  The  foregoing  remarks  on  the  divisions  of  the  consonants 
have  a  value  that  is  more  theoretical  than  practical.  But  the 
classification  explained  in  the  four  next  succeeding  paragraphs 
should  be  thoroughly  mastered,  as  it  will  aid  the  learner  in  his 
progress. 


SIMILAR  SIGNS  FOR  SIMILAR  SOUNDS. 

43.  It  will  be  observed  that  the  first  sixteen  stems 
are  arranged  in  eight  pairs,  each  pair  consisting  of  a 
light  and  a  heavy  stem,  both  of  which  have  the  same 
form  and  direction.  This  arrangement  has  been 
adopted  because  the  sounds  of  any  two  signs  so  paired 
are  very  similar  in  character;  being,  indeed,  exactly 
alike  in  all  respects  except  one  —  namely,  that  in  each 
case  the  consonant  represented  bj'  the  light  sign  is 
a  mere  breath-sound,  while  that  represented  by  the 
heavy  sign  has  in  addition  an  undertone,  or  sub-vocal, 
as  it  is  usually  termed.  The  consonants  represented 
by  the  light  signs  are  sometimes  called  Surds,  and 
those  represented  by  the  heavy  signs,  Sonants. 


8  ART   OP  PHONOGRAPHY. 

44.  By  pronouncing  aloud  the  following  couplets  of 
words  the  points  of  resemblance  between  the  conso- 
nant-sounds of  each  pair,  as  well  as  the  one  point  of 
difference  (the  sub- vocal),  will  be  apparent :  pup,  huh  ; 
tight,  died;  choice,  joJce ;  Mcli,  gig;  fief  (feef),  vive 
(veev) ;  thigh,  thy  ;  sown,  zone  ;  sure,  jour  {French  ior 
*'day"),  or  the  last  syllable  of  azure. 

45.  Six  of  the  remaining  consonants — namely,  Em, 
En,  Ing,  Lee,  Er,  and  Yay  —  are  sonants  which  have  no 
breath  or  surd  mates  in  our  language.  The  sounds  of 
tvh  and  w,  as  in  which  and  wich,  are  proper  mates  as 
surd  and  sonant,  but  in  practice  it  is  usual  to  write 
both  sounds  with  the  same  sign ;  at  the  same  time, 
means  for  making  a  distinction  in  their  representation 
is  provided  in  the  sj'stem. 

46.  The  fact  that  any  two  of  the  last  eight  conso- 
nant-signs of  the  alphabet  are  similar  in  appearance, 
as  Em  and  Hay,  En  and  lug,  Lee  and  Yay,  Er  and 
Way,  does  not  indicate  that  there  is  any  resemblance 
between  the  sounds  of  the  consonants  of  each  pair,  as 
the  similarity  of  the  signs  is  merely  accidental  (43). 

47.  In  the  following  table  are  shown  all  the  various  modes  of 
classifying  the  consonants  which  have  just  been  explained. 

CLASSIFIED  ARRANGEMENT  OP  THE  CONSONANTS. 

Labieds. 

.,  <  Surd ......  Pee 

(  Sonant  .  .Bee 

Continuants.  }.  ^ 

(  bonant.    . 

Nasals Sonant .     Em 

Liquids Sonant . . . 

Coalescents . . .  Sonant  . -Way 

Aerate Breathed.  Hay 


Labio- 
dentals. 

Lingua- 
dentals. 

PaUUals.,^;^'^^ 

Tee 

Chay      Kay 

Dee 

Jay        Gay 

Ef 

Ith      Ess 

Ish 

Vee 

Dhee  Zee 

Zhee 

En 

Ing 

Lee  Ree 

Er 
Yay 

INTRODUCTION.  9 

THE  VOWEL-SIGNS  OF  PHONOGRAPHY. 

48.  The  vowels  are  written  with  dots  and  short 
dashes,  placed  at  the  sides  of  the  consonant-stems. 

49.  How  Distinguished. — The  manner  in  which  the 
vowel-sigus  are  distinguished  one  from  another,  in  re- 
spect to  the  sounds  they  stand  for,  is  as  follows : 

1.  By  writing  some  of  the  vowel-sonnds  with  a  dot, 
and  others  with  a  short  dash. 

2.  By  putting  the  dot  or  dash  in  different  places 
along  the  side  of  the  consonant-stem. 

3.  By  making  the  dot  or  dash  light  for  some  vowels, 
and  heavy  for  others. 


VOWEL  CLASSIFICATION. 

50.  Quality  and  Quantity. — Vowel-sounds  may  be  classi 
fled  with  refereuce  to  both  quality  and  quantity  (or  length)  of 
sound. 

51.  The  sound  ah  is  the  one  perfect  vowel  from  which  all 
other  vowel-sounds  are  derived  by  modulation  (16). 

52.  Lingual  Vowels. —  Some  of  the  vowel-sounds  are  formed 
by  modulation  with  the  tongue,  as  the  vowels  heard  in  the  words 
sat,  sate,  set,  seat,  sit,  and  are  therefore  called  Lingual  Vowels. 

53.  Labial  Vowels. — Other  vowel-sounds  are  made  by  modu- 
lation with  the  lips,  as  the  vowels  heard  in  the  words  bought, 
hot,  boat,  but,  boot,  foot,  ami  hence  are  called  Lftbial  Vowels. 

54.  Like  Signs  for  Similar  Sounds.— The  Lingual  Vowels 
are  all  written  with  dot  signs,  and  the  Labial  Vowels  with  dash 
signs. 

55.  Like  Places  for  Similar  Sounds.— The  open  vowel- 
sounds  and  diphthongs,  heard  in  arm,  at,  all,  on,  ice,  oil,  out,  are 
all  written  in  the  first  vowel-place ;  the  medial  vowel-sounds, 
heard  in  date,  debt,  foam,  fun,  are  written  in  the  second  vowel- 
place  ;  and  the  close  vowel-sounds  and  diphthong,  heard  in  eat, 
it,  pool,  pull,  few,  are  written  in  the  third  vowel-place.  The 
meaning  of  the  term  "vowel-place"  wiUbe  explained  presently. 


10  ART  OF  PHONOGRAPHY. 

56.  Heavy  Signs  for  Long  Vowels.— The  long  vowel-sounds, 
heard  in  far,  fate,  feel,  call,  coal,  cool,  are  written  with  heavy 
dots  and  dashes. 

57.  Light  Signs  for  Short  Vowels. — The  short  vowel-sounds, 
heard  in  jyat,  j>e/,  j)it,  dot,  dull,  full,  are  written  with  light  dots 
and  dashes. 


CLASSIFICATION  OP  VOWELS  AS  LONG  AND  SHORT. 

58.  The  phonographic  arrangement  of  the  long  and  short 
vowels  in  pairs  is  different  in  principle  from  the  one  in  ordinary 
use.  This  is  a  very  important  matter,  and  the  learner  should 
at  once  thoroughly  master  the  distinction  between  the  two 
methods  of  vowel  classification. 

59.  Ordinary  Classification. — The  ordinary  method  is  to  ar- 
range the  long  and  short  vowels  with  sole  reference  to  the 
printed  or  written  letters,  without  regard  to  the  sounds  that  ai'e 
actually  heard,  or  to  any  similarity  or  difference  between  those 
sounds.  That  is,  the  vowel-sounds  heard  in /ate,  beet,  pine,  note, 
and  cute  are  called  the  long  sounds  of  the  letters  a,  e,  i,  o,  and 
M  respectively,  while  the  vowel-sounds  in  fat,  bet,  jnn,  not,  and 
cut  are  called  the  short  sounds  of  the  same  letters ;  although 
the  so-called  "long"  and  "short"  sounds  of  any  one  of  these 
letters  do  not  bear  any  resemblance  to  each  other.  And  besides, 
the  sounds  of  i  in  pine,  and  of  u  in  cute,  are  not  simple  vowels  at 
all,  but  are  in  reality  diphthongs. 

60.  Phonographic  Classification.— The  phonographic  plan 
is  to  arrange  the  vowels  entirely  with  reference  to  similarity 
of  sound,  without  regard  to  the  letters  with  which  they  are 
wi'itten.  Thus,  the  vowel-sounds  heard  in  cart,  pate,  feet,  caught, 
boat,  and  boot  are  long  vowel-sounds,  of  which  the  vowel-sounds 
heard  in  cat,  pet,  fit,  cot,  but,  and  foot  are  the  respective  short- 
sound  mates.  The  two  sounds  of  ay  heard  in  the  words  say  and 
says  are  proper  examples  of  the  mating  of  long  and  short 
vowels  in  the  phonographic  sense  of  the  expression. 

61.  The  two  methods  of  classification  are  fully  illustrated  by 
the  words  in  the  following  tables : 


INTRODUCTION. 


11 


TABLE  OF  CLASSIFICATION. 


OBDINARY  METHOD. 
Long  toicels.  Short  vowels. 


came 

eel 

isle 

ode 

cute 


cam 

ell 

ill 

odd 

cut 


PHONOGRAPHIC  METHOD. 


ng  vowels. 

Short  voteels. 

calm 

cam 

ale 

ell 

eel 

m 

awed 

odd 

coat 

eat 

pool 

pull 

62.  In  the  following  table  all  of  the  distinct  vowel-sounds, 
and  most  of  the  so-called  "shade"  vowels,  are  presented  in 
illustrative  words,  which  are  arranged  in  the  form  of  a  pyramiJ. 
It  will  be  noticed  that  at  e  the  palatal  vowels  meet  and  almost 
unite  with  the  consonants  at  the  palatal  coalescent  y ;  and 
that,  in  a  similar  manner,  at  do,  the  labial  vowels  meet  and 
almost  unite  with  the  consonants  at  the  labial  coalescent  w. 
The  use  below  of  6  to  represent  the  sound  of  o  in  dog  is  taken 
from  Phyfe's  How  Should  I  Pronounce t  Webster  gives  "dog" 
as  the  pronunciation. 


CLASSIFIED  ARRANGEMENT  OF  THE  VOWELS. 


(a) 

alms  all,  orb 

ask 

dog 

am 

5dd 

care 

4rge,  fern,  dirge 

end 

up 

ale 

old 

111 

foot 

eve 

o&ze 

(y) 

(w) 

12  ART  OF   PHONOGRAPHY. 

HOW  TO  USE  THE  DICTIONARY. 

63.  It  is  siu-prising  to  find  how  few  people  there  are  who  can 
properly  use  the  dictionary.  Every  teacher  of  phonography 
who  has  had  considerable  experience  in  instructing  pupils  in 
that  art  is  aware  of  the  fact  that  most  beginners  are  very  defi- 
cient in  knowledge  on  this  point.  Possibly  they  may  be  able  to 
find  out  from  the  dictionary,  with  some  little  trouble,  how  words 
are  spelled,  and  they  may  have  a  vague  idea  that  the  book  also 
teaches  how  they  should  be  pronounced  ;  but  by  what  particular 
means  that  is  accomplished  they  seem  to  know  nothing. 

64.  Now,  as  writing  in  x>honography  is  done  with  signs  which 
represent  the  sounds  of  words,  and  do  not  stand  merely  as 
substitutes  for  the  letters  of  orthographic  spelling,  frequent 
reference  to  the  dictionary  on  questions  of  pronunciation  be- 
comes a  matter  of  necessity  with  the  learner.  It  is  therefore 
essential,  when  he  does  consult  the  dictionary  in  regard  to  a 
word,  to  ascertain  its  component  sounds,  that  he  shall  be  able, 
first,  to  find  tlie  word  quickly,  and  then  to  determine  its  pro- 
nunciation with  promptness  and  certainty. 

65.  The  following  hints  and  directions  are,  therefore,  offered 
with  the  hope  that  they  may  prove  of  value  to  those  whose 
education  in  the  science  of  phonetics,  especially  as  it  is  pre- 
sented in  dictionaries,  has  been  neglected. 

66.  For  the  purposes  of  illustration  and  guidance  in  this  line 
of  instruction,  Webster's  International  Dictionary  has  been 
adopted  by  the  author,  as  that  work  is  more  generally  used 
than  any  other  comprehensive  dictionary,  and  is  everywhere 
recognized,  especially  in  the  public  schools,  as  the  standard 
authority. 

67.  How  to  Find  a  Word.— Most  people,  when  they  turn  to 
a  dictionary  to  look  for  a  word,  are  apt  to  consume  too  much 
time  in  finding  it.  They  open  the  book  at  random ;  and  then, 
without  system  or  method,  and  in  a  confused  condition  of  mind, 
turn  first  in  one  direction  and  then  in  the  other,  back  and  forth, 
until  finally,  after  beating  the  bush  a  good  deal,  the  hiding- 
place  of  the  word  is  discovered.  To  illustrate,  if  the  word 
begins  with  "m,"  and  the  dictionary  happens  to  open  itself  or 
to  be  opened  at  "Q,"  the  searcher  clumsily  turns  the  leaves, 
at  first,  quite  likely,  toward  "Z,"  and  then  toward  "A,"  until 


INTRODUCTION.  13 

"M  "  is  found.  After  that,  then,  within  the  limits  of  "  M "  the 
same  uncertain  course  is  further  pursued,  until  words  having 
the  same  second  letter  as  the  word  in  question  are  found ;  and 
so  on  with  the  third  letter,  the  fourth,  etc.,  to  the  end. 

68.  Now,  one  and  perhaps  the  chief  cause  of  all  this  uncer- 
tainty and  stumbling  in  looking  for  a  word  is  want  of  familiarity 
with  the  order  of  the  letters  of  the  alphabet,  except,  possibly, 
when  they  are  taken  straight  through,  in  the  accustomed  order, 
from  A  to  Z. 

69.  The  remedy  which  is  recommended  for  this  difficulty  is 
to  practise  on  the  alphabet,  naming  the  letters  in  the  reverse 
direction, — that  is,  from  Z  to  A, —  at  the  same  time  always  keep- 
ing in  the  mind's  eye  the  regular  A  to  Z  aiTangement.  Here  is 
the  alphabet:  A,  B,  0,  D,  E,  F,  G,  H,  I,  J,  K,  L,  M,  N,  0,  P, 
Q,  R,  S,  T,  U,  V,  W,  X,  Y,  Z.  Now,  caU  the  names  Z  to  A, 
looking  at  each  letter  as  you  go  along.  Then  repeat  them  with- 
out looking  at  the  letters.  Continue  this  practice  until  the  Z 
to  A  order  of  the  alphabet  is  as  well  fixed  in  the  memory  as 
is  the  A  to  Z  order.  It  will  also  be  well  to  practise  in  this  man- 
ner on  detached  sections  of  the  alphabet,  as  M  to  D,  C  to  G, 
H  to  B,  X  to  S,  and  so  on. 


HOW  TO  ASCERTAIN  THE   PRONUNCIATION 
OF  WORDS. 

70.  If  our  common  alphabet,  instead  of  having  only  its 
twenty-six  letters,  contaiped  enough  additional  ones  so  that 
it  provided  each  of  the  sounds  of  the  language  with  a  letter 
of  its  own,  and  if,  in  practice,  each  sound  was  invariably  rep- 
resented by  its  one  proper  letter,  there  would  hardly  be  any 
need  of  ever  consulting  a  dictionary  for  the  correct  pronuncia- 
tion of  a  word ;  because  the  written  word,  or  the  printed  word 
as  seen  in  newspapers  and  books,  would  be  a  perfect  key  to 
the  spoken  word — that  is,  every  word  would,  as  it  were,  pro- 
nounce itself.  Neither  would  it  be  necessary  to  frequently  look 
in  a  dictionary  even  to  ascertain  the  proper  spelling  of  a  word, 
for  the  reason  that  the  sounds  would  suggest  the  letters  with 
which  they  should  be  written.  Learning  to  spell  and  read,  and 
to  pronounce  the  language  correctly,  would  then  be  a  much 


14  ART  OF  PHONOGRAPHY. 

easier  accomplisliment  than  it  now  is  with  our  present  irra- 
tional orthography. 

71.  But,  since  things  are  as  they  are,  and  as  there  seems 
to  be  no  prospect  of  reforming  our  method  of  writing  for  a 
long  time  to  come,  we  must  continue  to  look  to  the  dictionary 
for  both  spelling  and  pronunciation. 

72.  In  determining  the  pronunciation  of  a  word  two  things 
are  to  be  considered :  first,  the  sounds  of  its  letters,  both  eon- 
sonant  and  vowel,  and  second,  its  accentuation.  But,  as  the 
subject  of  Accent  will  be  treated  of  further  on,  only  that  of 
the  sounds  of  letters  will  be  mentioned  here. 

73.  That  which  would  be  taught  us  throiigh  the  eye  by  any 
matter  properly  printed  or  written,  if  we  only  had  a  letter  for 
each  sound,  namely,  the  true  sounds  of  words,  is  imparted  to 
us  in  the  dictionary  by  virtually  extending  the  alphabet  so  that 
the  number  of  characters  equals  the  number  of  sounds.  This 
is  done,  not  by  adding  new  letters,  but  by  emploj'ing  only  the 
old  twenty -six  letters,  first  in  their  simple  or  normal  state,  to 
represent  a  like  number  of  sounds,  and  then  using  most  of 
them  over  again  one  or  more  times,  but  with  certain  marks 
added,  to  represent  still  other  sounds,  until  every  sound  in  the 
language  is  provided  with  a  letter  of  its  own  either  simple  or 
marked.  These  additional  signs  of  distinction  are  commonly 
called  "diacritical  marks,"  or  "diacritics."  A  letter  with  its 
diacritic  always  stands  for  one  and  the  same  sound.  For  ex- 
ample, a  with  a  straight  horizontal  mark  over  it  (a)  always 
represents  the  vowel-sound  heard  in  ale,  aid,  eight,  day,  etc.; 
with  two  dots  over  it  (a)  the  vowel-sound  in  ah,  pa,  alms,  etc.; 
with  two  dots  under  it  (a)  the  vowel-sound  in  all,  awe,  orb, 
etc.;  with  a  mark  over  it  like  a  short  phonographic  En  (a)  the 
vowel-sound  in  at,  have,  plaid,  etc.  So,  the  letter  g  with  a 
straight  horizontal  mark  over  it  (g)  stands  for  the  hard  sound 
of  g  in  game,  get,  gimp,  etc.;  with  a  dot  over  it  (g)  the  sound 
of  j  (soft  sound  of  g),  as  in  gem,  gist,  etc. 

74.  How  to  Use  the  "Pattern  Words."— At  the  foot  of  any 
two  opposite  pages  of  the  dictionary  is  given  a  set  of  pattern 
words,  for  use  in  determining  the  pronunciation  of  any  word 
printed  in  the  alphabetic  columns  above.  These  pattern  words, 
which  are  always  the  same,  being  repeated  over  and  over  again 
through  the  book  together  with  their  diacritics,  are  the  following : 


INTRODUCTION.  15 

"ale,  senite,  c&re,  am,  arm,  ask,  final,  all;  eve,  event,  end, 
fern,  recent;  ice,  idea,  iU ;  old,  obey,  orb,  6dd ;  use,  unite,  rude, 
full,  up,  urn ;  pity ;  food,  f«36t ;  out,  oil ;  chair ;  go ;  sing,  ink, 
then,  thin,  box;  zh  =  z  in  azure." 

75.  The  manner  in  which  these  words,  with  their  marked  let- 
ters, are  used  in  determiningpronunciation  will  now  be  explained. 
In  the  body  of  the  dictionary,  where  the  words  of  the  language 
are  arranged  alphabetically,  with  their  definitions,  the  pronun- 
ciation of  each  word  is  indicated  by  respelling  it  phonetically 
with  the  letters,  marked  and  unmarked,  of  the  Webster  system, 
and  placing  the  result  in  parentheses  immediately  after  the  word 
itself.  The  pronunciation  of  such  respelling,  and  so  of  the  word 
itself,  may  be  ascertained  by  referring  to  the  pattern  words  be- 
low, and  finding  the  particular  word  or  words  which  contain  the 
same  letters,  and  then  pronouncing  the  respelling  with  the  same 
sounds.  Now,  to  make  the  explanation  clear,  let  us  turn  to  a 
few  words  in  the  dictionary,  and  go  through  the  process  of  as- 
certaining their  correct  pronunciation.  Aught  (at). — Looking 
below  we  find  that  in  the  word  "all"  the  a  is  marked  the  same 
as  in  the  respelling.  Then  by  substituting  t  for  the  Vs  in  the 
pattern  word,  but  retaining  the  a  with  two  dots  under  it,  we 
get  "at"  as  the  sound  of  aught.  Aunt  (ant). — In  the  pattern 
word  "arm"  the  a  is  marked  the  same  as  in  the  respelling,  and 
by  putting  nt  in  place  of  the  rm,  and  keeping  the  a  with  two 
dots  over  it,  we  have  'ant'  as  the  sound  of  aunt.  Quay  (ke). — 
Pattern  word  "eve"  indicates  that  this  word  is  pronounced 
"key."  Bade  (bad).— Pattern  word  "  am"  shows  that  this  word 
is  pronounced  the  same  as  in  "bad  boy."  Pretty  (pritty). — 
Pattern  words  "ill"  and  "pity"  indicate  that  the  word  rhymes 
with  city,  and  not  yvMYv  petty.  Bicycle  (bi'si-k'l). —  In  the  words 
"  ice"  and  "ill"  below  we  have  the  two  sounds  of  i  found  in  this 
word.  Note  that  it  is  not  (bi'si-k'l).  Squalor  (skwa'lor). — 
Pattern  word  "ale"  shows  that  the  first  syllable  rhymes  with 
hay,  and  not  with  hah.  Again  (a-gen). — Pattern  words  "ask" 
and  "end"  give  the  pronunciation  of  this  word  as  "agen,"  not 
"agan."  Matron  (ma'trun). — See  "ale"  and  "iip."  It  is  not 
(mat-run).  Tiny  (tiny).— See  "ice"  and  "pity."  Booth 
(boott)  rhymes  with  smooth,  and  not  with  tooth.  (See  pattern 
words  "food"  and  "then.")    And  so  on. 


16  ART  OF  PHONOGRAPHY. 

PRELIMINAEY  DIEECTIONS  TO  THE  LEAENER. 
STATIONERY  AND  IMPLEMENTS  REQUIRED. 

76.  Ruled  Paper. —  Phonography  should  always  be  written 
on  ruled  paper ;  and  paper  that  has  wide  ruling  is  preferred. 
Most  legal-cap  and  ruled  sermon-paper  is  very  suitable.  But  if 
only  narrow-ruled  paper  can  conveniently  be  obtained,  it  may  be 
used  by  writing  on  every  other  line. 

77.  Use  Either  Pen  or  Pencil. — Either  pen  or  pencil  may 
be  used  in  writing  phonography.  Learners  shoidd  accustom 
themselves  to  writing  with  both.  The  author  takes  notes  with 
a  gold  pen  of  ordinary  make ;  but  many  experienced  shorthand 
writers  prefer  the  pencil.  Some  writers  use  fountain-pens,  and 
others  write  with  a  steel  pen.  By  using  a  wide-mouthed  ink- 
stand, and  keeping  it  always  filled  to  near  the  top,  the  occa- 
sional dipping  of  the  pen  that  is  required,  is  found  to  interfere 
but  little  with  speed,  and  it  is  less  annoying  than  the  sharpening 
and  frequent  changing  of  pencils.  Besides  that,  long-continued 
writing  with  pencils  is  more  fatiguing  to  the  muscles  of  the  hand 
and  arm,  than  is  writing  with  a  pen  for  an  equal  length  of  time. 

HINTS  ABOUT  WRITING. 

78.  How  to  Hold  Pen  or  Pencil.— In  writing  phonography, 
the  pen  or  pencil  may  be  held  between  the  thumb  and  fingers, 
with  the  upper  end  at  the  left  of  the  first  finger,  or  between 
that  and  the  second  finger,  according  to  what  one's  habit  is  in 
writing  longhand.  If  a  pen  is  used,  it  should  be  turned  so  that 
the  left  nib  will  rest  a  little  lower  on  the  paper  than  the  right 
nib;  that  being  the  position  of  pen  that  best  facilitates  the 
shading  of  the  stems  Bee,  Ing,  Gay,  and  Hay. 

79.  Accuracy  before  Speed. — The  beginner  should  write  all 
the  outlines  very  slowly,  aiming  only  at  accuracy  and  precision. 
A  deliberate,  "drawing"  style  of  writing  is  much  better  than  a 
quick  and  dashing  one.  No  attempt  should  ever  be  made  to  at- 
tain speed  until  a  thorough,  practical,  working  knowledge  of  all 
the  principles  of  phonography  has  been  acquired.  If  a  learner's 
work  is  aU  right,  in  due  time  speed  will  come  of  itself. 


INTRODUCTION.  17 

80.  Length  of  the  Stems. — Phonographers  vary  considerably 
in  the  average  length  of  stem  which  they  adopt  in  their  writing; 
but  learnei's  will  generally  find  that  a  sixth  of  an  inch  is  about 
the  right  length  to  give  the  best  practical  results. 

81.  Length  Should  be  XJnifonu. — But  whatever  length  of 
stem  is  preferred  and  adopted  by  the  learner,  it  should  be  strictly 
adhered  to,  and  the  stems  made  of  equal  length.  Want  of  uni- 
formity in  this  respect  will  give  an  inartistic  appearance  to  the 
writing,  and  sometimes  may  lead  to  illegibility. 

82.  This  reqtiirement  in  regard  to  uniformity  of  length  of 
stem  is  not,  however,  inconsistent  with  a  phonographer's  vary- 
ing the  general  size  of  his  phonography  at  will.  He  may  at  one 
time  write  very  small  phonograph}' ;  at  another  time,  very  large 
phonography ;  and  at  still  another  time,  medium-sized  phonog- 
raphy.   But  whatever  the  size  may  be,  it  should  be  uniform. 

DEFINITIONS. 

Pho'no-qram.  a  single  phonographic  Btem,  either  simple  or 
compound. 

Phkase,  v.  To  join  or  combine  two  or  more  words  in  one 
stenographic  sign. 

Phrase,  n.     Words  that  are  written  by  a  phrase-sign. 

Phra'se-o-gram.     a  phrase-sign . 

Phra-se-og'ra-phy.  The  mode  of  writing  phonography  by 
which  two  or  more  words  are  joined  or  combined  in  a  single 
outline. 

Phrase-sign.  A  single  stenographic  sign  or  outline  standing 
for  two  or  more  words.     A  phraseogram. 

Phra'sing.  The  joining  or  combining  of  words  in  phrase- 
signs. 

Sten'o-graph,  h.    a  character  used  in  writing  shorthand. 

Sten'o-type.  An  ordinary  letter  or  group  of  letters  standing 
for  a  stenograph. 

Sten-ot't-py.  a  system  of  shorthand  representation  by  or- 
dinary letters,  capitals  standing  for  stem-signs  and  lower-case 
letters  for  adjuncts  of  stems,  such  as  hooks,  circles,  loops,  etc. 

Word-sign.     A  single  sign  used  to  represent  a  word ;  being 
usually  an  abbreviation.     A  logogram. 
2 


- -                         "I 

ALPHABET   OF  MUNSON  PHONOGRAPHY. 

CONSONANTS. 

VOWELS. 

Sign, 

1 

Power.       Name. 

Type. 

SIMPLE   VOWELS. 

\ 

p    in  pay 
b    "  bay 

Pee 
Bee 

P 
B 

Sign. 

Power. 

Name. 

Type. 
a 

'•: 

a  in  alms 

ah 

I 

t     "  tie 

Tee 

T 

•  J 

a  "  ale 

a 

a 

t 

1 

d    "  die 

Dee 

D 

i\ 

•: 

e  "  eve 

e 

e 

^ 

/ 

eh ' '  choke 

Chay 

CH 

^ 

'■' 

a  "  all 

awe 

a 

/ 

j     "  joke 

Jay 

J 

-\ 

0  "  ore 

o 

0 

— 

c    "  came 

Kay 

K 

^_i 

CO  "  ooze 

oo 

o 

,— 

g    "  game  ,  Gay 

G 

'  *  1 

a  "  am 

at 

^ 

v^ 

f     "  fan 

Ef 

F 

■  i 

e  "  ell 

et 

e 

v^ 

V    "  van 

Vee 

V 

t 

1 

i    "  if 

it 

i 

a 

( 

th  "  thigh 

Ith 

TH 

^ 

"i 

o   "  on 

ot 

0 

( 

th  "  thy 

Thee 

DH 

-i 

u  "  but 

ut 

ii 

o 

) 
) 

s     "  seal 
z    "  zeal 
sh  "  shore 
z    "  azure 

Ess 
Zee 
Ish 
Zhee 

S 

z 

SH 
ZH 

_; 

oo"  foot 

oot 

0 

DIPHTHONGS. 

Sign. 

Power. 

Name. 

Type. 

V| 

i   in  pine 

i 

I 

\^ 

m  "  may 

Em 

M 

1 

<; 

oi  "  toil 

oi 

OI 

s_^ 

n    "  no 

En 

N 

O 

1.; 

ow"  now 

ow 

OW 

r 

ng  "  sing 
1     "  lay 
r     "  oar 
r    "  roe 

Ing 
Lee 
Er 
Ree 

NG 
L 
R 
R 

..>1 

ew  "  few 

ew 

EW 

CONSONANT-BREVES. 

Sign. 

Power. 

Type. 

. 

o. 

s  in  suppose 

s 

llf^ 

w   "  woe 

Way 

W 

C    5 

w  "  wade,  walk 

w 

--ir 

y    "  you 

Yay 

Y 

5 
s 

f\   <J 

y   '*  yam,  youth 

y 

Hi- 

h    "  high 

Hay 

H 

as 

.  1     - 

h   *'  hook,  hedge 

^ 

PART    FIRST. 
SIMPLE    STEMS. 

PREFATORY. 

83.  The  learner  has  already  been  taught  in  the  Introduction 
(24,  48)  that  in  phonographic  writing  the  consonant-sounds  of 
words  are  written  with  simple  signs,  usually  caUed  "stems," 
and  that  the  vowel-sounds  are  written  with  dots  and  dashes, 
placed  at  the  sides  of  the  consonant-stems. 

84.  But  now  the  entire  subject  of  Phonography  is  about  to 
be  taken  up  and  presented,  one  thing  at  a  time  and  in  its  natu- 
ral order,  and  fully  explained  by  means  of  explicit  rules  and 
graphic  illustrations;  so  that  when  the  student  has  reached  the 
end  of  the  book,  and  has  mastered  its  contents,  both  theoreti- 
cally and  practically,  he  or  she  will  be  able  to  write  Phonography 
with  correctness,  and  will  have  learned  nothing  that  must  be 
unlearned  (a  thing  which  cannot  often  be  said  of  shorthand  text- 
books), and  will  need  to  add  nothing  except  diligent  practice,  in 
order  to  become  an  expert  and  trustworthy  phonographer, 

LESSON  I. 
RULES  FOR  WRITING  THE  STEMS, 

85.  The  horizontal  stems  are  written  from  left  to 
right. 

86.  The  stems  Lee,  Ree,  and  Shee  are  written  from 
left  to  right  and  upward. 

87.  AU  the  other  stems  (including  El  and  Ish)  are 
written  downward. 

19 


20  ART  OF  PHONOGRAPHY. 

FIRST  EEADING  EXERCISE. 

88.  The  reading  of  this  exercise  consists  in  calling  each  of 
the  stems  by  name.  It  contains  all  of  the  straight  stems  except 
Chay  and  Ree. 

\\1 l/_\l/\_l\ 
/\l_l\_\/  I  l\l 
_l\/\l_l_\/_/ 
1  —  1   \\  _  I  _\  /   I   \\ 

FIRST  WRITING  EXERCISE. 

89.  Copy  the  first  reading  exercise,  carefully  reproducing  its 
stems,  with  pen  or  pencil ;  taking  great  pains,  in  writing  Pee 
and  Bee,  to  move  the  pen  downward  and  to  the  right  with  a  slant 
of  forty-five  degrees;  in  writing  Jay,  to  move  it  downward  and 
to  the  left  also  with  a  slant  of  forty-five  degrees ;  and  in  writing 
Tee  and  Dee,  to  move  it  plumb  down.  Beginners  are  apt  to 
unconsciously  slant  all  of  the  perpendicular  stems  a  little  to  the 
right.   This  tendency  should  be  guarded  against  with  great  care. 

90.  Complete  the  writing  exercise  by  writing  the  stems  indi- 
cated by  the  following  names : 

Tee,  Bee,  Dee,  Pee,  Kay,  Jay,  Tee,  Pee,  Dee,  Tee,  Jay,  Bee, 
Kay,  Tee,  Pee,  Dee,  Kay,  Bee,  Jay,  Dee,  Bee,  Jay,  Kay,  Jay, 
Dee,  Kay,  Bee,  Tee,  Gay,  Kay,  Tee,  Gay,  Pee.  Bee,  Pee,  Dee, 
Jay,  Bee,  Gay,  Jay,  Kay,  Tee,  Pee,  Bee,  Tee,  Bee,  Gay,  Kay, 
Gay,  Pee,  Tee,  Jay,  Pee,  Kay,  Jay,  Pee,  Dee,  Jay,  Bee,  Dee, 
Kay,  Dee,  Bee,  Jay,  Kay,  Pee,  Bee,  Dee.  Pee,  Tee,  Dee,  Jay, 
Kay,  Tee,  Bee,  Kay,  Dee,  Bee,  Jay,  Pee,  Dee,  Gay,  Dee,  Kay, 
Bee,  Pee,  Dee,  Jay,  Kay,  Tee,  Pee,  Bee. 


THE  VOWEL-PLACES.  21 

LESSON  II. 
THE  VOWEL-PLACES. 

91.  There  are  three  places  in  which  vowel-signs  are 
written  to  the  consonant-stems  —  namely,  at  the  side 
of  the  beginning,  at  the  side  of  the  middle^  and  at  the 
side  of  tho,  finish. 

92.  Names  of  the  Vowel-Places. —  The  vowel-places 
are  called  respectively,  "First-place,"  "Second- place," 
and  "  Third-place."  The  numbers  of  the  vowel-places 
are  always  reckoned  —  one,  two,  three  —  from  the  be- 
ginning to  the  finish  of  the  stem,  as  it  is  written,  no 
matter  in  what  direction  it  may  be  struck,  whether 
downward,  to  the  right  horizontally,  or  to  the  right 
upward. 

93.  Diagrams  of  Vowel-Places. —  The  three  vowel-places 
may  be  readily  learned  from  the  following  diagrams: 

Before  consonant-stems — 


After  consonant-stems  — 


3       I       2       3       'i 


94.  Long  and  Short  Vowels  Distinguished.—  The  Heavy 

vowel-sigus  represent  Long  vowel-sounds,  and  the  Light  vowel- 
signs  represent  Short  vowel-sounds. 


22 


ART  OF  PHONOGRAPHY. 


TABLE  OF  VOWEL-SIGNS. 


DOT-SIGNS. 
Long.  Short. 


DASH-SIGNS. 
Long.  Short. 


age 


a  in  at 


ebb 


it 


a  ia  all 


ode 


oo  "ooze 


00  ' ' foot 


95.  Same  Sound  Either  Side  of  Stem.— A  vowel-sign  rep- 
resents the  same  vowel-sound  whichever  side  of  the  stem  it 
is  written,  so  long  as  it  does  not  change  its  "place."  It  is 
only  when  the  sign  changes  its  location  lengthwise  of  the  stem 
that  it  varies  and  represents  different  vowel-sounds. 

96.  Outlines  not  on  the  Line. — It  will  be  observed  that 
the  phonographic  outlines  of  some  of  the  words  found  among 
the  illustrations  and  in  the  reading  exercises  are  not  placed 
on  the  line,  but  are  written  either  above,  below,  or  through  it. 
The  reason  for  so  writing  them  will  be  fully  explained  presently. 
However,  such  words  need  not  cause  the  learner  any  trouble 
in  reading,  as  their  consonant  and  vowel  signs  are  sounded 
just  the  same,  no  matter  where  the  outlines  may  be  written. 


RULES  FOR  READING  PHONOGRAPHY. 

97.  If  a  vowel-sign  is  written  at  the  right  of  an 
upright  or  slanting  consonant-stem,  or  beloiv  a  hori- 
zontal stem,  the  consonant  is  read  first  and  the  vowel 
next;  thus, — 


\ 

\ 

.  1- 

..^_. 

pay 

pa 

day 

she 

^ 

(<" 

-T- 

• 

ray 

low 

gay 

key 

show  ye  fee 


gnaw 


no 


way 


hay 


RULES  FOR  READING  PHONOGRAPHY.  23 

98.  If  a  vowel-sigu  is  written  at  the  left  of  an  up- 
right or  slanting  consonant-stem,  or  above  a  horizon- 
tal stem,  the  vowel  is  read  first  and  the  consonant 
next;  thus, — 

•/      •'      ^      <     -^ ■' -^~.l■ 

age  aid  oar  oath  eve  at  ear        it 

X  \  ...^.  /  ..:>...,:S: ,^....,c 

up        ebb  if  edge  air  off         each  all 

ache        egg         aim         ohm        Ann  on  am        in 


SECOND  BEADING  EXERCISE. 

99.  In  reading  this  exercise,  pronounce  the  names  of  the  pho- 
nographic signs,  consonant  and  vowel,  of  each  word,  and  then 
the  word  itself;  thus,  Pee-ah,  pa;  Pee-a,  pay;  Bee-o,  beau; 
o-Pee,  ope;  a-Dee,  aid;  o-Kay,  oak,  etc. 

\  \  \.  ~\  \  V  \  \ 
V  \  1.  I-  1.  I-  I.  |-  I-  I. 
/•    /    A   /- 

I  1*1 

\    \    \    -I     .1    1    -I    -I    -| 

-I        •/      -^     ^     _!_ 


24  ART  OF  PHONOGRAPHY. 

RULES  FOR  WRITING  PHONOGRAPHY. 

100.  One  Consonant  and  Vowel. —  When  a  word  is 
composed  of  one  consonant  and  one  vowel,  it  is 
written   as  follows: 

1.  Write  the  proper  consonant-stem. 

2.  Write  the  sign  of  the  vowel  at  the  side  of  the 
consonant-stem  in  the  following  manner: 

I.  If  the  vowel  is  heard  after  the  consonant,  place 
its  sign  to  the  right  of  a  down-stroke  or  up-stroke, 
and  helow  a  horizontal  stem ;  thus, — 


\ 

\ 

1 

1- 

) 

)- 

( 

(• 

Pee 

pay 

Dee 

day 

Ess 

so 

Thee  • 

they 

/     A     ^     ^'     (       C     J     J 

Jay         jaw         Way        woe        Ith        thaw        Ish  she 

Yay        you  Ef         foe  Ree        roe  Lee  lay 

En  knee         Em         ma         Em        may        Hay         hoe 

II.  If  the  vowel  is  heard  before  the  consonant,  place 
its  sign  to  the  left  of  a  down-stroke  or  np-stroke,  and 
above  a  horizontal  stem ;  thus, — 

/     •/      I      I      I     -|     \    \ 

Jay        age  Tee  at  Dee  odd         Pee         ape 

(     -(     )     -)     y^    ^    r   T 

Ith  oath       Ess  us  Ef  if  Lee         ell 


CHAY  AND   REE  STANDING  ALONE.  25 
_•_         _^         ^_^        .^_^        ^^_^       ^y_^ 

Kay        oak         Gay         egg         Em  am  En  on 

101.  The  vowel  signs,  both  dots  and  dashes,  should  be  writ- 
ten at  a  little  distance  from  the  consonant-stems.  Beginners 
are  apt  to  place  them  too  close. 

102.  The  dash  vowel-signs  should  be  struck  at  right  angles 
to  the  stems  near  which  they  are  written. 

SECOND  WRITING  EXERCISE. 

103.  At  present,  in  writing  the  words  of  this  lesson,  if  ruled 
paper  is  used,  let  each  consonant-stem  rest  on  the  line. 

Pay,  pa,  paw,  pea,  pooh,  Po,  bow  (as  in  '"rainbow"),  bay, 
bah,  be,  too,  tea,  toe.  Dee,  day,  do,  daw,  dough,  gee,  jay,  Joe, 
jaw,  keyj  kay,  caw,  coo,  go,  gay. 

Ope,  Abe,  ape,  eat,  ate,  oat,  ought,  aid,  owed,  awed,  age, 
eke,  ache,  oak. 


LESSON  III. 
CHAY  AND  REE  STANDING  ALONE. 

104.  Chay  and  Ree  Distinguished. — Chay  and  Ree 
(both  being  light  straight  steins  slanting  to  the  right), 
when  not  joined  to  other  stems,  are  distinguished  one 
from  the  other  by  a  decided  difference  of  slant ;  Chay 
being  struck  downward  at  an  angle  of  sixty  degrees, 
and  Ree  upward  at  an  angle  of  thirty  degrees  j  thus, — 

/  Chay    //  Ree. 

THIRD  READING  EXERCISE. 

105.  This  exercise  is  read  in  the  same  manner  as  the  first  — 
namely,  by  calling  each  of  the  stems  by  its  phonographic  name. 


26  ART  OF  PHONOGRAPHY. 

The  signs  for  I  aud  sh,  as  here  used,  are  called  Lee  and  Ish,  and 
not  El  and  Shee.  The  exercise  contains  all  of  the  consonant- 
stems  of  the  alphabet. 

^^(  (  )  )  J  J  r-^  ^^ 
^■^  r  ^  ^/  ^  {  )  (  )^-^ 

^^^'^  ^^  ^r  J  rj  ^( 
^  )  {  )  rj  ^  J  ^^  _  r 

w^//V.)       ^)       {J       {J 

-.  r^'^  ■>!  ^  r/z-^v. )  '^ 
J  {  J .{  r  )  ■^^//_r 

v^^^  //-^^  (   (   )    )  J  J 

r  -^  ^^^-^  r ^  /  /  I  I 
\\ /r(  (  ^^w 

THIED  WRITING  EXERCISE. 

106.  Copy  the  third  reading  exercise.  Write  each  of  the  stems 
Ef,  Vee,  Er,  and  Way  so  that  a  line  drawn  from  tip  to  tip  will 
slant  to  the  left  at  an  angle  of  forty-five  degrees.  Write  each  of 
the  stems  Lee,  Yay,  Ish,  and  Zhee  so  that  a  line  drawn  from  tip 
to  tip  will  slant  to  the  right  at  an  angle  of  forty-five  degrees. 
Write  each  of  the  stems  Ess.  Zee,  Ith,  and  Thee  so  that  a  line 
drawn  from  tip  to  tip  will  be  exactly  perpendicular.  Write  each 
of  the  stems  Em,  Hay,  En,  and  Ing  so  that  a  line  drawn  from  tip 
to  tip  will  be  horizontal. 


MNEMONIC  AIDS  TO  THE   LEARNER.  27 

107.  Write  the  stems  indicated  by  the  following  names: 
Chay,  Ree,  Ef,  Ith,  Ess,  Vee,  Thee,  Zee,  Zhee,  Ish,  Em,  Lee, 
Er,  Ing,  En,  Yay,  Way,  Hay,  Zhee,  Ish,  Yay,  Lee,  Vee,  Thee, 
Ess,  Ef,  Chay,  Ree,  Zhee,  Thee,  Ish,  Zee,  Vee,  Ess,  Ef,  Chay, 
Ree,  Ree,  Chay,  Yay,  Em,  Way,  Hay,  En,  Vee,  Ef,  Thee,  Ith, 
Zee,  Ess,  Zhee,  Ish,  Er,  Em,  Lee,  Ef,  En,  Ing,  Vee,  Pee,  Bee, 
Chay,  Jay,  Tee,  Dee,  Kay,  Gay. 


MNEMONIC  AIDS  TO  THE  LEARNER. 

108.  Beginners  will  be  aided  in  fixing  the  consonant-signs  of 
the  phonogi-aphic  alphabet  in  the  memory,  so  that  they  may  be 
readily  recalled  with  little  effort,  by  making  themselves  thor- 
oughly familiar  with  the  following  mnemonic  sentences  and  pic- 
tures, and  their  associations  with  phonographic  stems. 

109.  Pee  is  a  Pump-handle  down  to  the  right. 


110.  Tee  is  the  Trunk  of  a  Tree. 


111.  Chay  is  a  Chair  tipped  to  the  right. 


112.  Ree  is  the  Roof  of  a  shed  that  faces  to  the  Right. 


113.  Kay  is  a  Cane  (kane)  lying  on  the  floor. 


28  ART  OF  PHONOGRAPHY. 

114.  Ith  and  Ess  are  like 

p  a  r  e  n  TH  e  S  e  s. 

(         ) 

115.  Lee  and  Er  are  the  Left  and  Eight  halves  of  an  areh. 


116.  Em  is  a  mound. 


117.  En  is  a  nest. 


118.  The  word  FLOURISH  contains  the  sounds  of  all  the 
slanting  light  curves ;  thus, 

F  L  ou  R  i  SH 


119.  The  word  MONTHS  contains  the  sounds  of  all  the  hori- 
zontal and  upright  light  curves ;  thus, 

M  o  N  TH  3 


120.  The  shaded  stems,  which  are  mates  respectively  of  the 
first  eight  light  stems  of  the  phonographic  alphabet,  will  readily 
suggest  themselves,  because  of  the  similarity  of  sound ;  thus,  Pee 
—  Bee,  Tee — Dee,  Chay  —  Jay,  Kay  —  Gay,  Ef  —  Vee,  Ith  — 
Thee,  Ess  —  Zee,  Ish  — Zhee. 

121.  N  in  the  word  Ink  has  the  sound  of  the  stem  Ing. 

122.  Way  and  Yay  joined  make  a  Y;  thus, 

W  Y 


^ 


123.  Hay  is  a  Hat's  curled  brim. 


DIFFERENT  ARRANGEMENT  OF  STEMS.  29 

LESSON  lY. 

DIFFERENT  ARRANGEMENT  OF  THE  STEMS. 

124.  In  the  phonographic  alphabet  (p.  18),  the  consonant- 
signs  are  arranged  so  as  to  classify  their  sounds  in  a  phonetic  or 
scientific  manner.  But  to  facilitate  the  memorizing  and  correct 
writing  of  the  stems,  and  to  aid  in  learning  the  various  rules  of 
phonography  relating  to  the  same,  it  is  found  better  to  arrange 
them  with  reference  to  the  direction  in  which  they  are  struck  in 
writing,  and  to  present  them  in  the  following  order :  1.  Stems 
written  from  right  to  left  downward.  2.  Stems  written  per- 
pendicularly downward.  3.  Stems  written  from  left  to  right 
downward.  4.  Stems  written  from  left  to  right  horizontally. 
5.  Stems  written  from  left  to  right  upward. 

TABLE  OF  CONSONANT-STEMS. 


Down- 
strokes  : 


Horizon- 
tals : 


'  /  Chay  /  Jay  ^   El   ^    Yay    J  Ish   J    Zhee 

I    Tee      I    Dee     (    Ith    (    Thee    )    Ess     )   Zee 

\  Pee    \  Bee    v__    Ef  ^   Vee    "^  Er    ^  Way 

Kay  Gay  s_^  En  ^^  Ing    ^-^  Em  ^-^  Hay 


Up. 

strokes . 


^  Ree  y  Shee  f^  Lee 

125.  The  learner  will  notice  that  the  names  El  and  Lee  in  the 
table  stand  for  one  and  the  same  /  stem,  and  that  the  name  Ish 
and  Shee  stand  for  one  and  the  same  sh  stem.  The  distinction 
in  each  of  these  cases  is  in  the  direction  in  which  the  stem  is 
struck,  and  not  in  its  form ;  El  and  Ish  being  their  names  when 
they  are  written  downward,  and  Lee  and  Shee,  when  they  are 
written  upward. 

126.  In  words  of  only  one  stem,  which  contain  these  conso- 
nants, as  law,  ail,  she,  ash,  etc.,  the  consonant  /  is  written  with 
the  up-stroke  Lee,  and  the  consonant  sh,  with  the  down-stroke 
Ish.  The  down-stroke  El  and  the  up-stroke  Shee  as  a  rule  are 
used  only  in  conjunction  with  other  stems. 


30  ART  OF  PHONOGRAPHY. 

127.  Namingthe  Steins. — From  the  very  commencement  the 
learner  should  call  all  the  consonant-stems  by  the  names  placed 
opposite  them  in  the  alphabet  on  page  18,  and  not  by  the  names 
to  which  he  has  been  accustomed,  when  the  latter  differ  from 
the  new  or  phonographic  names.   Thus  the  name  of  /  is  Chay, 

not  See-Aitch ;  the  name  of is  Gay,  not  Jee ;  the  names  of 

(  (  are  Ith  and  Thee  respectively,  not  Tee-Aitch;  the  name 
of  _J  is  Ish,  not  Ess-Aiteh;  the  name  of  ^  is  Zhee,  not 
Zee-Aiteh;  the  name  of  (^  (standing  alone)  is  Lee,  not  El; 
the  names  of  "^  ^  are  Er  and  Ree  respectively,  not  Ar;  the 
name  of  v_^  is  Ing,  not  En- Jee;  the  name  of  ^  is  Way,  not 
Double-you ;  the  name  of  ^  is  Yay,  not  Wy ;  and  the  name  of 
^— V  is  Hay,  not  Aitch. 

128.  Consonant-Stems  and  Letters. — Most  of  the  conso- 
nant-stems stand  for  the  same  sounds  that  are  represented  by 
the  corresponding  consonant-letters  of  the  ordinary  alphabet ; 
as  Pee  audj?.  Dee  and  d,  Ef  and/,  Way  and  ic,  Em  and  m,  etc. 
But  there  are  several  of  the  stems  which  require  explanation  in 
regard  to  their  coiTect  use.  The  stems  thus  referred  to  repre- 
sent sounds  as  follows : 

Chay, — always  the  sound  of  ch  as  in  chain,  charm,  reach  ; 
and  never  the  sounds  of  ch  either  in  chaise,  chagrin  (sh), 
or  in  choral,  chronic  (k). 

Jay, — always  the  sound  otj,  and  also  the  sound  of  g  soft,  as 
in  gem,  gibe. 

Kay, — always  the  sound  of  k,  and  also  the  sound  of  chard,  as 
can,  came ;  of  ch  in  chemist,  christian,  and  of  q,  as  in 
quail,  piqiie. 

Gay, — always  the  sound  of  g  hard,  as  in  game,  gun;  and  never 
the  sound  of  g  soft,  as  in  gem,  gesture  (j). 

Ith, — the  light  sound  of  th,  as  in  thigh,  thin,  both. 

Thee, —  the  heavy  sound  of  th,  as  in  thy,  then,  bathe. 

Ish, —  the  sound  of  sh  in  she,  of  s  in  sure,  and  of  ch  in  chaise. 

Zhee, — the  sound  of  s  in  pleasure,  and  of  z  in  seizure.  This 
sound  is  identical  with  that  of  J  and  g  soft  in  the  French 
language.  It  is  heard  in  a  number  of  words  that  we 
have  adopted  from  that  language,  as  rouge  (roozh),  bi- 
jou (be-zhoo),  regime  (ra-zheem),  etc. 

Ing, — the  sound  of  ng  in  long,  sing,  and  of  w  in  ink,  hank 
(bangk),  longer  (long-ger). 


FOURTH  READING   EXERCISE.  31 

Er  and  Ree  both  represent  the  sound  of  r ;  but  Ree  is  gener- 
ally used  at  the  beginning  of  words,  as  in  ray,  raw, 
rue  ;  and  Er  at  the  end  of  words,  as  in  or,  ore,  ear, 

129.  Partial  Keys  of  Exercises. —  In  most  of  the  Lessons 
of  this  work,  the  two  reading  and  writing  exercises  which 
correspond  with  each  other,  and  illustrate  the  same  rules  of 
phonography,  are  composed  of  precisely  the  same  words,  but 
arranged  differently;  so  that,  although  one  exercise  is  not  a 
perfect  key  of  the  other,  yet,  knowledge  of  the  fact  that  one 
contains  exactly  the  same  material  as  the  other,  will  enable 
the  learner,  by  a  little  examination,  to  determine  whether  he 
has  read  the  one,  or  written  the  other,  with  entire  correctness. 


FOURTH  READING  EXERCISE. 

V:.     ^    Vc    C     (•      (.     (-     )•     ). 

^  ^.  ,-^  ^  r  r  c  (^  -^-  ^. 

X-   ^  -(   •)   .)  -)  ^  ^  ^ 
T  r  -r  -^  "^  ->\ 
X  \  'I   .1    I  "I   /  ./  /  ^ 

^  -v_  -)  ^  -^  -^  ^  -o  r  r 


32  ART  OF  PHONOGRAPHY. 

FOURTH  WRITING  EXERCISE. 

130.  Fee,  Fay,  foe,  though,  they,  thee,  thaw,  so,  see,  saw, 
say,  she,  shoe,  show,  Shaw,  Shah,  may,  ma,  me,  mow  (to  cut 
gi'ass),  knee,  nay,  no,  gnaw,  lea,  low,  lay,  law,  we,  way,  woo, 
woe,  you,  ye,  yea,  hoe,  hay,  ray,  roe,  raw,  chaw. 

Ace,  oaf,  ease,  eve,  oath,  ooze,  ohm,  aim,  ale,  own,  all,  eel, 
oar,  ear,  or. 

Etch,  up,  it,  ebb,  at,  edge,  add,  itch,  odd,  if,  egg,  oflE,  on,  in, 
A.nn,  us,  am,  ill,  ash,  ell. 

LESSON  Y. 
THE  DIPHTHONGS. 

131.  Besides  the  twelve  simple-vowels,  which  are 
written  with  the  dot  and  dash  signs,  there  are  in  our 
language  also  four  glide-vowels,  commonly  called 
"  Diphthongs." 

132.  Diphthong  Defined. —  A  diphthong,  in  the  only 
sense  in  which  the  term  is  used  in  this  book,  is  a 
sound  of  the  voice  which  is  made  while  the  organs 
of  speech  are  moving  from  the  position  that  belongs 
to  one  simple-vow^el  to  the  position  that  belongs  to 
another  simple-vowel. 

133.  The  name  "Vowel"  is  generally  used  indiscriminately 
as  applicable  to  the  diphthongs  and  to  the  simple-vowels. 

134.  The  diphthongs  are  the  sounds  of  — 

•  1.  I  in  bite  or  y  in  by. 

2.  01  in  oil  or  oy  in  boy. 

3.  OW  in  oivl  or  ough  in  bough. 

4.  EW  in  few  or  n  in  tube. 

135.  Described  as  "Glides." — Diphthongs  are  sometimes 
called  "Glides."  The  diphthong  I  is  a  glide  from  a  (a  in  ask) 
to  i;  01  is  a  glide  from  o  (o  in  lost)  to  i;  OW  is  a  glide  from  6 
to  do;  and  EW  is  a  glide  from  i  to  do.     When  the  fourth  or 


THE   DIPHTHONGS.  33 

last  glide  commences  a  syllable,  its  starting  point  changes 
from  the  vowel-sound  i  to  the  consonant-sound  y  (y-oo),  as  in 
use,  ewer,  etc. 

136.  Signs  for  the  Diphthongs. — The  diphthongs  are 
written  with  small  angle-points,  placed  at  the  sides 
of  the  consonant-stems.  The  signs  of  three  of  the 
diphthongs  are  acute  angles,  pointing  in  three  differ- 
ent directions  —  that  for  i  pointing  downward ;  that 
for  01,  to  the  left ;  and  that  for  EW,  to  the  right.  The 
sign  for  ow  is  a  small  right  angle,  formed  by  a  down- 
ward perpendicular  and  a  horizontal  to  the  right. 

137.  Places  of  the  Diphthongs — Three  of  the  diph- 
thong-signs are  written  in  the  first  place,  and  one  in 
the  third  place;  as  shown  in  the  following  — 

TABLE  OP  DIPHTHONG-SIGNS. 


:  I 


OI 


138.  Signs  Always  Point  the  Same  Way.— The  angle- 
points  of  the  diphthong-signs  are  always  turned  in  the  directions 
shown  in  the  above  table,  no  matter  what  may  be  the  inclination 
of  the  stems  to  which  they  are  wi'itten.  In  this  respect  they 
differ  from  the  dash  vowel-signs,  which  change  their  direction 
to  accommodate  themselves  to  the  inclination  of  the  particular 
stem  to  which  they  are  placed,  so  as  to  be  at  right  angles  to  it 
(102).    Examples: 

r     r    ;<.    5     /'     .      ^ 

'" ' '"1'> 

tie  toy  bough         pie  joy  due  by 

--  <-      <-     ^"      ,        ^ 

-^^^- - V:? - 

cow  cue  rye  how         shy  few  boy 

3 


34  ART  OP  PHONOGRAPHY. 

■^ (^^ 

hew  my  vow  lieu  nigh  out  isle 

139.  Names  of  the  Diphthongs. — The  diphthongs  are  named 
by  simply  giving  their  sounds.  Thus,  the  name  of  I  is  the  sound 
of  the  pronoun  "I";  of  oi,  the  sound  of  the  word  oil  with  the  / 
omitted;  of  ow,  the  sound  of  the  word  out  with  the  t  omitted; 
and  of  KW,  the  sound  of  the  word  due  with  the  d  omitted.  In 
naming  the  diphthongs  oi,  ow,  and  ew,  he  careful  not  to  say 
"o-i,"  "  o-double-you,"  "e-douhle-you." 

LESSON  VI. 
WORD-POSITION. 

140.  There  are  three  different  positions,  with  refer- 
ence to  the  line  of  writing,  in  which  the  consonant- 
outlines  of  words  are  placed ;  some  being  written  on 
a  median  line,  which  corresponds  substantially  with 
the  ruling  of  the  paper,  while  others  are  either  raised 
or  lowered  a  little  from  that  line.  These  positions,  be- 
ginning with  ihe  upper  one  and  going  downward,  are 
called  respectively  "First-Position,"  "Second-Posi- 
tion," and  "  Third-Position." 

141.  Meaning  of  the  Dot-line. —  The  dot-line,  shown  in  con- 
nection with  the  phonographic  illustrations,  represents  the  line 
or  ruling  When  an  outline  appears  without  the  dot-line,  it  is 
to  be  understood  that  the  word  belongs  to  the  second-position. 

142.  Word  of  One  Stem  in  Position. —  A  word  of  only 
one  stem-sign  is  said  to  occupy  a  particular  position 
when  its  consonant-stem  is  written  in  that  position. 

143.  Three  Consonant-Positions. —  Every  consonant- 
stem  may  be  written,  with  respect  to  the  line,  in  three 
different  positions. 


WORD-POSITION.  35 

144,  First  Consonant-Position —  The  first  position  for 
every  cousonaut-stem  is  above  the  line  or  ruling,  at 
such  a  height  that  an  imaginary  horizontal  line  run- 
ning along  the  length  of  a  Tee  above  the  ruling,  will 
cut  the  stem  through  its  middle ;  thiis, — 


145.  Second   Consonant-Position. —  The  second  posi- 
tion for  every  consonant-stem  is  on  the  line;  thus, — 


146.  Third  Consonant-Position — The  third  position 
for  every  upright  or  slanting  consonant-stem  is  across 
the  line,  being  divided  by  it  into  equal  parts;  and  for 
every  horizontal-stem,  just  below  but  not  touching  the 
line;  thus, — 

147.  Positions  of  One- Vowel  Words. —  When  a  word 
contains  but  one  vowel-sound,  as  &e,  /)ay,  ma,  show^ 
paw,  too,  etc.,  the  position  in  which  its  consonant-stem 
should  be  written  (whether  in  the  first,  second,  or 
third  position)  is  determined  by  the  vowel-place  (first, 
second,  or  third  place)  to  which  that  vowel-sound 
belongs. 

148.  In  the  following  table  are  exhibited  the  signs  of  all  the 
vowels,  so  grouped  and  arranged  as  to  present  the  simple  vowels 
in  pairs  of  long  and  short  mates,  and  also  to  show  at  a  glance, 
separately,  all  the  vowels  that  belong  to  each  of  the  vowel- 
places. 


36  ART  OF  PHONOGRAPHY. 

COMPLETE  TABLE  OF  VOWEL-SIGNS. 


*j  ah 

':  a 

"■■  aw 

-:  0 

•i  a 

•  i  e 

-:   O 

-i  u 

■  e 

i    i 

j    Ob 

i  do 

I  "01 


EW 


OW 


THE  VOWEL-SOUNDS  AND  THEIR   "PLACES." 

149.  All  of  the  long  vowel-sounds  are  heard,  in  their  proper 
order  by  "places"  (that  is,  lengthwise  of  the  consonant-stem), 
in  the  sentence:  "Pa  gave  me  all  those  shoes." 

150.  All  of  the  short  vowel-sounds  are  heard,  in  their  proper 
order  by  "places,"  in  the  sentence:  "Pat  went  in  on  one  foot." 

151.  All  of  the  diphthong-sounds  are  heard  in  their  proper 
order  in  the  sentence:  "My  joys,  how  few!" 

152.  Sounding  the  Vowels  Across. —  The  usual  order  in 
which  the  vowels  are  sounded  is  lengthwise  of  the  consonant- 
stem,  from  its  beginning  to  its  finish  ;  the  six  loug  vowels  be- 
ing given  first,  next  the  six  short  vowels,  and  then  the  four 
diphthongs ;  thus,  ah,  a,  e ;  aw,  6,  oo ;  a,  e,  i ;  6,  u,  do ;  i,  oi, 
ow,  EW.  The  learner,  however,  should  make  a  practice  of  oc- 
casionally sounding  them  across  the  consonant-stem,  from  left 
to  right,  and  in  that  way  learning  all  the  sounds  of  each  of  the 
three  vowel-places  by  themselves.  Thus,  first-place,  ah,  a,  aw, 
6,  I,  01,  ow;  second-place,  a,  e,  o,  ii;  third-place,  e,  i,  do.  do, 
EW.  This  kind  of  practice  will  help  one  in  determining  quickly 
the  proper  position  in  which  to  write  the  outline  of  any  word. 

153.  All  of  the  first-place  vowel-sounds  are  heard  in  the 
sentence:    "Laugh  at  all  of  my  toys  now." 

154.  All  of  the  second-place  vowel-sounds  are  heard  in  the 
sentence:    "They  get  no  cup." 

155.  All  of  the  third-place  vowel-sounds  are  heard  in  the 
sentence:    "We  bring  you  good  news." 

VOWEL-PLACES  SUGGEST  WORD-POSITIONS. 

156.  First  Vowel-Place. —  The  first  vowel-place  is  asso- 
ciated with  and  suggests  the  first  word-position — that  is,  above 
the  line. 


WORD-POSITION.  37 

157.  Second  Vowel-Place. — The  second  vowel-place  is  asso- 
ciated with  and  suggests  the  second  word-position  —  that  is,  on 
the  line. 

158.  Third  Vowel-Place.— The  third  vowel-place  is  asso- 
ciated with  and  suggests  the  third  word-position  —  that  is, 
through  or  below  the  line. 


WORDS  OF  ONE  STEM  AND  ONE  VOWEL. 

159.  When  a  word  has  but  one  consonant-stem  and 
one  vowel-sound,  it  is  written  in  position  by  putting 
the  stem  in  the  position  indicated  by  the  place  of  the 
vowel,  in  accordance  with  the  principles  laid  down  in 
the  last  three  paragraphs. 

160.  Thus,  the  stems  Tee,  Kay,  Thee,  and  Em  of  the  words 
I  ^h  .'....  caw,  C"  thou  and  ^  '  my,  are  written  in  the  first- 
position,  because  their  vovels,  d,  aw,  ow,  and  i,  are  first-place 
vowels;  the  stems  Pee,  Way,  Ree,  and  Hay  of  the  words  \  pay, 
~^  way,  ^-^  roe,  and  ^^  hoe,  are  written  in  the  second-position, 
because  their  vowels,  o  and  6,  are  second-place  vowels ;  and  the 
stems  Tee,  Yay,  Kay,  Ef,  and  Kay,  respectively,  of  the  words 

.  |.    too,  ../T..  you,  Tcey,  ..y^^.  fexv  and ciie,  are  written  in 

the  third-position,  because  their  vowels,  do,  e,  and  ew,  Jire  third- 
place  vowels. 

READING  EXERCISES  TRANSCRIBED  INTO  LONGHAND. 

161.  After  reading  each  of  the  phonographic  reading  exer- 
cises, in  the  manner  described,  all  of  the  words  should  be  care- 
fully written  out  in  longhand,  or  translated  into  typewriting,  in 
the  ordinary  spelling.  This  practice  will  gradually  qualify  the 
learner  for  avery  important  part  of  the  w^ork  of  a  stenographer — 
namely,  the  making  of  accurate  transcripts  of  shoi-thand  notes. 

162.  In  connection  with  the  reading  of  the  following  exercise 
the  learner  is  referred  to  paragraphs  97-99. 


448456 


38  ART  OP  PHONOGRAPHY. 

FIFTH  BEADING  EXERCISE. 

..J...!..  -I .;.' :i.  r...^.....^,...-^...^.x 

\  -  •/  •/  -"^--^ ^ -( --  --.). 

^  ^  ..'^...-.C  -<  -^  /■  ■/ 


163.  Figures  in  Parentheses. — The  figures  in  parentheses  in 
the  writing  exercises  refer  to  paragraphs  which  should  be  re- 
viewed before  wiitiug  the  examples. 


FIFTH  WRITING  EXERCISE. 

164.  (101-103,  156-159.)  Bay,  pa,  be,  paw,  bow  (of  a  ribbon), 
pay,  day,  tea,  they,  too,  thee,  saw,  though,  say,  so,  see,  coo,  caw, 
Joe,  jaw,  show,  knee,  she,  me,  fee,  mow  (to  cut  grass),  ma,  gnaw, 
foe,  nay,  know,  shoe,  lay,  lea,  low,  thaw,  at,  raw,  ate,  ray,  ape, 
rue,  it,  aid,  aught,  odd,  add,  eel,  ail,  ill,  in,  on,  up,  edge,  etch, 
egg,  ebb,  ear,  air,  or,  oath,  ease,  oak,  ache,  eve,  ooze,  itch,  each, 
ash,  am,  tow,  ode,  dough,  oat,  eke,  key,  aim,  all,  may,  law,  age, 
oar,  row,  jay."" 


WORD-POSITION.  39 


SIXTH  EEADING  EXERCISE. 

165.  Before  reading  this  exercise  the  learner  should  again  read 
over  the  whole  of  Lesson  V. 


rr'..Z...-).''....c...C...£./l.!1.5...i:...r. 


V|         V_       V)         V)        ,-^         ^^     .|       ^^ 


r  5  r...>....-<:,— ..J'...^,.< 


l<       vi- 


~.<....=r...<:..._...^L('..rr..r...'^....t 

> 

w---).---^--^>-' f' •■ ^- 


40  ART   OP  PHONOGRAPHY. 

SIXTH  WRITING  EXERCISE. 

166.  (136.)  Pie,  tie,  by  (buy),  die  (dye),  sigh,  rye,  shy,  guy, 
high,  thigh,  lie  (lye),  my,  vie,  thy,  nigh,  fie,  isle,  ire,  ice,  eyed, 
eyes.  Coy,  toy,  joy,  boy,  oil,  soy.  Bough,  bow  (to  bend),  row 
(disturbance),  cow,  Dow,  how,  sow,  thou,  mow  (pile  of  hay),  owl, 
vow,  out.  Due  (dew),  chew,  pew,  jew,  sue,  hew  (Hugh),  few, 
mew,  cue,  view.  Tie,  chew,  joy,  jew,  die,  due,  Dow,  toy,  pew, 
boy,  by,  pie,  cow,  bow,  cue,  coy,  rye,  guy,  row.  Sow,  sigh,  soy, 
shy,  my,  mew,  mow,  sue,  hew,  high,  lie,  how,  fie,  thigh,  thy, 
thou,  vie,  nigh,  few,  view,  vow.    Lieu,  isle,  owl,  out. 

SPECIAL  LESSONS. 

167.  The  next  three  Lessons  (VII,  VIII,  IX)  are  given  for  the 
purpose  of  firmly  fixing  in  the  mind  of  the  learner  the  basic  idea 
of  all  phonographic  instruction,  and  to  overcome  any  influence 
that  may  still  be  exerted  upon  him  by  the  peculiarities  of  the 
common  orthography. 

LESSON    VII. 
NAMES  AND  SOUNDS  OF  THE  CHARACTERS. 

OF   THE   CONSONANT-STEMS. 

168.  The  syllables  Pee,  Bee,  Tee,  Dee,  Cliay,  Jay,  Ith,  Thee, 
etc.,  which  are  assigned  to  the  various  phonographic  consonant- 
stems  in  the  Alphabet,  are  not  given  as  the  sounds  of  such  stems, 
but  are  intended  merely  as  their  respective  names.  Still,  it  will 
be  noticed  that  each  name  contains  the  sound  of  its  stem,  but 
coupled  with  a  vowel-sound,  to  aid  in  the  pronunciation. 

169.  Practice  in  what  is  sometimes  termed  "sound  analy- 
sis," in  which  the  sounds  and  not  the  names  of  the  stems  are 
uttered,  is  recommended  to  learners,  provided  they  have  a 
competent  instructor  to  guide  them. 

OF  THE  VOWEL-SIGNS. 

170.  The  names  of  all  the  vowel-signs,  both  of  the  simple 
vowels  and  of  the  diphthongs,  are  most  appropriately  provided 


NAMES  AND  SOUNDS  OP  THE  CHARACTERS.    41 

by  the  sounds  themselves,  disconnected  from  any  other.  But, 
while  it  is  not  difficult  for  any  one  to  succeed  in  giving 
the  sounds  of  the  long-vowels  and  of  the  diphthongs  sepa- 
rately in  this  way,  as  ah,  a,  e,  aw,  6,  do,  i,  oi,  ow,  and  EW,  yet, 
to  learn  to  utter  correctly,  without  the  aid  of  a"  consonant,  the 
short-vowel-sounds,  a,  e,  i,  6,  u,  66,  usually  requires  consider- 
able care  and  practice.  Therefore,  it  will  be  well  for  most 
learners,  and  especially  those  who  have  not  the  assistance 
of  a  teacher,  to  at  first  name  the  short-vowel-signs  by  means 
of  their  sounds,  pronounced  with  the  consonant  t;  thus,  at,  et, 
it,  at.  tit,  oot.  Then,  afterward,  when  the  ability  to  give  the 
sounds  with  accuracy  has  been  acquired,  the  t  should  be 
dropped,  and  the  vowels  sounded  alone. 

171.  A  good  method  to  follow,  for  the  purpose  of  learning  to 
sound  the  short-vowels  without  the  aid  of  a  consonant,  is  the 
following: 

I.  First-Place  Light  Dot. — To  get  this  sound,  pronounce 
aloud  and  rapidly,  several  times,  the  word  "pat";  then  drop  the 
p,  and  in  the  same  way  pronounce  the  syllable  "at"  several 
times;  then  drop  the  t,  and  sound  the  vowel  "a"  alone  a  num- 
ber of  times.  Be  very  careful  not  to  change  the  sound  from  a 
to  a,  which  latter  is  the  same  sound  as  the  name  of  the  letter. 
Thus,  say  pat,  pat,  pat,  pat,  pat,  pat;  at,  at,  at,  at,  at,  at;  a, 

cXr*      Cll«      <3l«      Cbm     Ol» 

II.  Secoxd-Place  Light  Dot. —  To  get  this  sound,  pro- 
nounce aloud  and  rapidly,  several  times,  the  word  "met" ;  then 
drop  the  m,  and  in  the  same  way  pronounce  the  syllable  "  et "  ; 
then,  as  before,  drop  the  t,  and  sound  the  vowel  "e."  Thus,  say 
met,  met,  met,  met,  met,  met ;  et,  et,  et.  et,  et,  et ;  e,  e,  e,  e, 
e,  e. 

III.  Third-Place  Light  Dot— To  get  this  sound,  in  the  man- 
ner described,  say  pit,  pit,  pit,  pit,  pit,  pit;  it,  it,  it,  it,  it,  it; 
i,  i,  1,  i,  i,  i. 

IV.  First-Place  Light  Dash. — To  get  this  sound,  say  cot, 
cot,  e6t,  cot,  cot,  cot;  6t,  6t,  6t,  6t,  6t,  (5t;  6,  6,  6,  6,  6,  6. 

V.  Secoxd-Place  Light  Dash. — To  get  this  sound,  say  cut, 
cut.  cut,  cut,  cut,  cut;  iit,  fit,  ut,  ut,  ut,  lit;  u,  ii,  u,  u,  u,  ii. 

VI.  Third-Place  Light  Dash.  To  get  this  sound,  say  foot 
foot,  foot,  foot,  foot,  foot ;  dot,  dot,  dot,  dot,  dot,  dot ;  do,  do,  do, 
d6,  d6,  d6. 


42  ART   OF   PHONOGRAPHY. 

VOWEL-SOUNDS  DISTINGUISHED  FROM  VOWEL-LETTERS. 

172.  The  beginner  will  be  assisted  in  learning  to  recognize 
the  vowel-sounds,  as  distinguished  from  the  ordinary  letters  with 
which  they  are  wi-itten,  by  pronouncing  aloud  successively  and 
repeatedly  the  words  in  the  groups  given  below.  The  vowel- 
sound  is  the  same  in  all  of  the  words  in  each  of  the  following 
sets : 

HEAVY  DOT-SIGN  VOWEL-SOUNDS. 

1.  (ah)  Ah,  pa,  ma,  bah,  ear,  far,  arm,  balm,  calm,  alms, 
aunt,  gaunt. 

2.  (a)  Ape,  ate,  day,  lace,  aid,  bake,  gate,  pain,  they,  gray, 
eight,  neigh. 

3.  (e)  Eve,  eat,  be,  tea,  eel,  need,  read,  teeth,  heath,  breeze, 
cheat,  sleep. 

HEAVY  DASH-SIGN  VOWEL-SOUNDS.      • 

1.  (aw)  All,  or,  call,  law,  aught,  talk,  salt,  warm,  bawl,  ball, 
north,  bought. 

2.  (o)  Ore,  joke,  known,  loaf,  those,  rogue,  though,  hope, 
more,  door,  beau,  dough. 

3.  (oo)  Ooze,  do,  move,  group,  lose,  who,  prove,  troop,  roof, 
two,  you,  too. 

LIGHT    DOT-SIGN   VOWEL-SOUNDS. 

1.  (&)  At,  rap,  bag,  pan,  jam,  damp,  tank,  slab,  liad,  ash, 
pack,  latch. 

2.  (e)  Pen,  met,  beg,  vex,  belt,  bend,  test,  tent,  etch,  said, 
head,  fed. 

3.  (i)  It,  is,  lip,  did,  pick,  milk,  dish,  gift,  wick,  print,  flinch, 
limp. 

LIGHT    DASH-SIGN    VOWEL-SOUNDS. 

1.  (o)  On,  of,  not,  fog,  hop,  was,  rod,  what,  lock,  pomp, 
notch,  from. 

2.  (u)  Up,  us,  but,  pump,  hung,  drug,  duck,  son,  rough, 
much,  month,  does. 

3.  (do)  Foot,  full,  put,  pull,  book,  good,  could,  bush,  wool, 
wolf,  took,  would. 


READING  THE  VOWEL-SIGNS.  43 

DIPHTHONG    VOWEL-SOUNDS. 

1.  (l)  Ice,  mice,  by,  bite,  tie,  type,  fly,  flight,  cry,  crime, 
hie,  height. 

2.  (oi)  Oil,  toil,  boy,  boil,  void,  moist,  joint,  Troy,  cloy,  loin, 
noise,  coil. 

3.  (ow)  Owl,  out,  town,  our,  trout,  bough,  foul,  stout,  brown, 
couch,  frown,  rouse. 

4.  (ew)  Dew,  cue,  view,  blue,  slew,  mule,  duke,  tube,  feud, 
muse,  news,  sue. 

PHONOGRAPHIC    SPELLING. 

173.  All  the  words  of  the  reading  exercises  should  be  spelled 
out  by  the  begiuner,  by  pronouncing  the  phonographic  names  of 
their  consonant  and  vowel  sounds,  in  the  order  of  their  occur- 
rence. Thus,  the  words  pay,  pa,  paw,  foe,  tea,  two,  oath,  each 
should  be  spelled  as  follows:  Pee-a,  pay ;  Pee-ah,  pa;  Pee-aw, 
paw ;  Ef-o,  foe;  Tee-e,  tea;  Tee-oo,  two ;  6-Ith,  oath;  e-chay, 
each.  This  mode  of  spelling  is  called  "  phonographic  spelling," 
to  distinguish  it  from  the  ordinary  method  in  iise  in  schools. 

174.  In  the  common  way  of  spelling  words,  the  names  of  the 
letters  are  pronounced,  and  not  the  names  of  their  sounds ;  thus, 
pe-a-wy,  pay  ;  pe-a,  pa  ;  pe-a-double-u,  paw,  etc.  There  are  but 
four  words  in  the  language  the  common  spelling  of  which  ex- 
actly corresponds  with  the  phonographic  —  namely,  he  (spelled 
be-e),  me  (spelled  em-e),  so  (speUed  es-o),  and  no  (spelled  en-o). 


LESSON  VIII. 
READING  THE  VOWEL-SIGNS. 

OF   THE  SIMPLE  VOWEL-SIGNS. 

175.  A  Heavy  Dot,  written  on  either  side  of  the  consonant- 
stem,  is  read  as  follows  : 

1.  First-Place. —  If  it  is  placed  at  the  side  of  the  beginning 
of  the  stem,  give  it  the  vowel-sound  heard  in  each  of  the 
words: — ah,  pa,  ma,  bah,  car,  far,  balm,  cabn,  alms,  aunt, 
gaunt. 


44  ART   OF   PHONOGRAPHY. 

2.  Second-Place. —  If  it  is  placed  at  the  side  of  the  middle  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words : — 
ape,  ate,  day,  lace,  aid,  bake,  gate,  pain,  they,  gray,  eight, 
neigh. 

3.  Thied-Place. —  If  it  is  placed  at  the  side  of  the  finish  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words : — 
eve,  eat,  be,  tea,  eel,  need,  read,  teeth,  heath,  breeze,  cheat, 
sleep. 

176.  A  Heavy  Short  Dash,  written  on  either  side  of  a 
consonant-stem,  is  read  as  follows : 

1.  First-Place. —  If  it  is  placed  at  the  side  of  the  beginning 
of  the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words: 
—  all,  or,  call,  law,  aught,  talk,  salt,  warm,  bawl,  ball,  north, 
bought. 

2.  Second-Place. — If  it  is  placed  at  the  side  of  the  middle  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words  : — 
ore,  joke,  known,  loaf,  those,  rogue,  though,  hope,  more,  door, 
beau,  dough. 

3.  Third-Place. —  If  it  is  placed  at  the  side  of  the  finish  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words : — 
ooze,  do,  move,  group,  lose,  who,  prove,  troop,  roof,  two,  you, 
too. 

177.  A  Light  Dot,  written  on  either  side  of  a  consonant- 
stem,  is  read  as  follows: 

1.  First-Place. —  If  it  is  placed  at  the  side  of  the  beginning 
of  the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words : 
at,  rap,  bag,  pan,  jam,  damp,  tank,  slab,  had,  ash,  pack,  latch. 

2.  Second-Place. —  If  it  is  placed  at  the  side  of  the  middle  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words  : 
pen,  met,  beg,  vex,  belt,  bend,  test,  tent,  etch,  said,  head,  fed. 

3.  Third-Place. —  K  it  is  placed  at  the  side  of  the  finish  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words : — 
it,  is,  lip,  did,  pick,  milk,  dish,  gift,  wick,  print,  flinch,  limp. 

178.  A  Light  Short  Dash,  written  on  either  side  of  a  con- 
sonant-stem, is  read  as  follows  : 

1.  First-Place. —  If  it  is  placed  at  the  side  of  the  beginning 

of  the  stem,  give  it  the  vowel-sound  heard  in  each  of  the 

words  : — on,  of,  not,  fog,  hop,  was,  rod,  what,  lock,  pomp,  notch, 

from. 

2.  Second-Place. —  If  it  is  placed  at  the  side  of  the  middle  of 


WBITING  THE  VOWEL-SIGNS.  45 

the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words : — 
up,  us,  but,  pump,  hung,  drug,  duck,  sou,  rough,  much,  month, 
does. 

3.  Third-Place. —  It  it  is  placed  at  the  side  of  the  finish  of 
the  stem,  give  it  the  vowel-sound  heard  in  each  of  the  words:  — 
foot,  full,  put,  pull,  book,  good,  could,  bush,  wool,  wolf,  took, 
would. 

OF  THE   DIPHTHONG  SIGNS. 

179.  First-Place. —  A  small  acute-angle,  with  point  down- 
ward, placed  on  either  side  of  a  consonant-stem,  at  its  begin- 
ning, is  read  by  prouoimeing  the  vowel-sound  heard  in  each  of 
the  words  : — ice,  mice,  by,  bite,  tie,  type,  fly,  flight,  cry,  crime, 
hie,  height. 

180.  First-Place. — A  small  acute-angle,  with  point  dii-ectly 
to  the  left,  placed  on  either  side  of  a  consonant-stem,  at  its  be- 
ginning, is  read  by  pronouncing  the  vowel-sound  heard  in  each 
of  the  words:  —  oil,  toil,  boy,  boil,  void,  moist,  joint,  Troy,  cloy, 
loin,  noise,  coil. 

181.  First-Place. — A  small  right-angle,  formed  by  a  perpen- 
dicular and  a  horizontal  to  the  right,  placed  on  either  side  of  a 
consonant-stem,  at  its  beginning,  is  read  by  pronouncing  the 
vowel-sound  heard  in  each  of  the  words: — owl,  out,  town,  our, 
trout,  bough,  fowl,  stout,  brown,  couch,  frown,  rouse. 

182.  Third-Place. — A  small  acute-angle,  with  point  directly 
to  the  right,  placed  on  either  side  of  a  consonant-stem,  at  its 
finish,  is  read  by  pronouncing  the  vowel-sound  heard  in  each  of 
the  words : —  dew,  cue,  view,  blue,  slew,  mule,  duke,  tube,  feud, 
muse,  news,  sue. 

WRITING  THE  VOWEL-SIGNS. 

OF  THE  SIMPLE  VOWEL-SIGNS. 

183.  The  vowel-sound  heard  in  each  of  the  words: — ah,  pa^ 
ma,  bah,  car,  far,  arm,  balm,  calm,  alms,  aunt,  gaunt,  is  writ- 
ten with  the  heavy  dot  placed  at  the  side  of  the  heginning  of  the 
consonant-stem. 

184.  The  vowel-sound  heard  in  each  of  the  words: — ape,  ate, 
day,  lace,  aid,  bake,  gate,  pain,  they,  gray,  eight,  neigh,  is 


46  ART   OF   PHONOGRAPHY. 

written  with  the  heavy  dot  placed  at  the  side  of  the  middle  of 
the  consonant-stem. 

185.  The  vowel-sound  heard  in  each  of  the  words: — eve,  eat, 
be,  tea,  eel,  need,  read,  teeth,  heath,  breeze,  cheat,  sleep,  is 
written  with  the  heavy  dot  placed  at  the  side  of  the  finish  of  the 
conson  ant-stem. 

186.  The  vowel-sound  heard  in  each  of  the  words:  —  all,  or, 
call,  law,  aught,  talk,  salt,  warm,  bawl,  ball,  north,  bought,  is 
written  with  the  heavy  dash  placed  at  the  side  of  the  beginning 
of  the  consonant-stem. 

187.  The  vowel-souud  heard  in  each  of  the  words:  —  ore, 
joke,  known,  loaf,  those,  rogue,  though,  hope,  more,  door,  beau, 
dough,  is  written  with  the  heavy  dash  placed  at  the  side  of  the 
middle  of  the  consonant-stem. 

188.  The  vowel-sound  heard  in  each  of  the  words:  —  ooze, 
do,  move,  group,  lose,  who,  prove,  troop,  roof,  two,  you,  too,  is 
written  with  the  heavy  dash  placed  by  the  side  of  the  finish  of 
the  consonant-stem. 

189.  The  vowel-sound  heard  in  each  of  the  words :  —  at.  rap, 
bag,  pan,  jam,  damp,  tank,  slab,  had,  ash,  pack,  latch,  is  writ- 
ten with  the  light  dot  placed  at  the  side  of  the  beginning  of  the 
consonant-stem. 

190.  The  vowel-sound  heard  in  each  of  the  words :  —  pen, 
met,  beg,  vex,  belt,  bend,  test,  tent,  etch,  said,  head,  fed,  is 
written  with  the  light  dot  placed  at  the  side  of  the  middle  of  the 
consonant-stem. 

191.  The  vowel-sound  heard  in  each  of  the  words:  —  it,  is, 
lip,  did,  pick,  milk,  dish,  gift,  wick,  print,  flinch,  limp,  is  writ- 
ten with  the  light  dot  placed  at  the  side  of  the  finish  of  the  con- 
sonant-stem. 

192.  The  vowel-sound  heard  in  each  of  the  words:  —  on,  of, 
not,  fog,  hop,  was,  rod,  what,  lock,  pomp,  notch,  from,  is  writ- 
ten with  the  light  dash  placed  at  the  side  of  the  beginning  oi  the 
consonant-stem. 

193.  The  vowel-sound  heard  in  each  of  the  words :  —  up,  us, 
but,  pump,  hung,  drug,  duck,  son,  rough,  much,  month,  does, 
is  written  with  the  light  dash  placed  at  the  side  of  the  middle 
of  the  consonant-stem. 

194.  The  vowel-sound  heard  in  each  of  the  words: — foot,  full, 
put,  pull,  book,  good,  could,  bush,  wool,  wolf,  took,  would^  is 


SPECIFIC  DIRECTIONS  ABOUT  WRITING.  47 

written  with  the  light  dash  placed  at  the  side  of  the  finish  of 
the  consonant-stem. 

OF  THE  DIPHTHONG-SIGNS. 

195.  The  vowel-sound  heard  in  each  of  the  words : — ice,  mice, 
by,  bite,  tie,  type,  fly,  flight,  cry,  crime,  hie,  height,  is  written 
with  tlie  sign  ^  placed  at  the  side  of  the  beginning  of  the  con- 
sonant-stem. 

196.  The  vowel-sound  heard  in  each  of  the  words: — oil, 
toil,  boy,  boil,  void,  moist,  joint,  Troy,  cloy,  loin,  noise,  coU,  is 
written  with  the  sign  "^  placed  at  the  side  of  the  beginning 
of  the  consonant-stem. 

197.  The  vowel-sound  heard  in  each  of  the  words:  —  owl, 
out,  town,  our,  trout,  bough,  fowl,  stout,  brown,  couch,  frown, 
rouse,  is  written  with  the  sign  •-  placed  at  the  side  of  the 
beginning  of  the  consonant-stem. 

198.  The  vowel-sound  heard  in  each  of  the  words:  —  dew, 
cue,  view,  blue,  slew,  mule,  duke,  tube,  feud,  muse,  news,  sue, 
is  written  with  the  sign  >  placed  at  the  side  of  the  finish  of 
the  consonant-stem. 

LESSON  IX. 
SPECIFIC  DIRECTIONS   ABOUT  WRITING. 

OF  THE  CONSONANT-STEMS. 

199.  Light  stems. — Each  of  the  light  stems,  as  Chay,  Tee, 
Pee,  Ef,  Em,  etc.,  should  be  made  in  a  clear  and  even  light 
line,  entirely  free  from  shading  or  any  irregularities  of  thick- 
ness from  the  beginning  to  the  end. 

200.  Heavy  Stems. —  The  heavy  stems,  as  Jay,  Bee,  Zee, 
Ing,  etc.,  should  be  sufficiently  shaded  to  be  readily  distin- 
guished from  their  corresponding  light  lines,  Chay,  Pee,  Ess, 
En,  etc.  Any  considerably  greater  amount  of  shading  is  un- 
necessary, and  tends  to  impair  the  beauty  of  the  writing,  as 
well  as  to  check  one's  speed. 

201.  Heavy  Straight  Stems.— The  heavy  straight  stems. 
Jay.  Dee,  Bee,  and  Gay,  should  be  evenly  shaded  from  begin- 
ning to  end. 


48  ART  OF  PHONOGRAPHY. 

202.  Heavy  Curved  Steins. —  The  heavy  ciirved  stems, 
Vee,  Zee,  Hay,  etc.,  should  begin  with  a  sharp  point,  increase 
in  shadiug  gradually  to  the  middle  of  the  stem,  and  then  de- 
crease gradually  to  the  end,  ending  wath  a  sharp  point.  The 
writer  should  aim  to  do  the  shading  correctly  the  first  time 
the  stem  is  gone  over,  avoiding  any  retouching  for  any  pur- 
pose. When  compared  one  with  another,  the  hea^-y  curved 
stems  should  all  have  the  same  degree  of  shading  in  their 
widest  part. 

203.  Uniformity  of  Thickness. — And,  generally,  there 
should  be  uniformity  of  thickness  of  stem  —  that  is,  all  light 
stems  should  be  alike  in  thickness;  and  all  heavy  stems  should 
have  the  same  general  amount  of  shading. 

204.  Upright  Stems  Exactly  Perpendicular.— As  has  al- 
ready been  stated  (90,  91),  care  should  be  taken  to  make  the  up- 
right stems,  Tee,  Dee,  Ess,  Zee,  Ith,  and  Thee,  exactly  perpen- 
dicular. A  line  drawn  from  tip  to  tip  of  each  of  the  stems  Ess, 
Zee,  Ith,  and  Thee  should  be  perpendicular.  Learners  should 
frequently  test  their  work  by  placing  a  straight  edge,  as  of  a 
card,  to  these  and  other  stems,  as  written  by  them,  to  deter-, 
mine  whether  or  not  they  are  perpendicular,  horizontal,  or  are 
properly  slanted,  as  the  ease  may  be. 

OF  THE   SLANTING  CURVES. 

205.  The  slanting  curves  are  the  most  difficult  of  all  the  con- 
sonant-stems to  learn  to  make  correctly,  and  for  that  reason 
should  receive  special  attention.  Beginners  almost  invariably 
make  them  too  straight  and  stiff.  This  comes  mainly  from 
starting  the  stems  improperly.  The  following  directions,  if 
carefully  observed,  will  correct  that  tendency. 

206.  Ef  and  Vee  start  with  a  perpendicular  movement  down- 
ward, then  immediately  but  gradually  turn  to  the  right,  and  end 
with  a  horizontal  tip. 

207.  Ish  and  Zliee  start  with  a  perpendicular  movement  down- 
ward, then  immediately  but  gradually  turn  to  the  left,  and  end 
with  a  horizontal  tip. 

208.  Er  and  Way  start  with  a  horizontal  movement  to  the 
right,  then  immediately  but  gradually  txirn  downward,  and  end 
with  a  perpendicular  tip. 


SPECIFIC  DIRECTIONS  ABOUT  WRITING.  49 

209.  El  and  Tay  start  with  a  horizontal  movement  to  the 
left,  then  immediately  but  gradxially  turn  downward,  and  end 
with  a  perpendicular  tip. 

210.  Lee  starts  with  a  perpendicular  movement  upward,  then 
immediately  but  gradually  turns  to  the  right,  and  ends  with  a 
horizontal  tip. 

211.  Shee  starts  with  a  horizontal  movement  to  the  right, 
then  immediately  but  gradually  turns  upward,  and  ends  with  a 
perpendicular  tip. 

PRACTICE   FOR  DISCIPLINING  THE  HAND. 

212.  The  beginner  will  be  aided  in  training  the  hand  to  give 
the  stems  their  proper  forms  and  directions  by  taking  a  stylus, 
or  other  simple  smooth  pointer  of  some  kind  (not  a  pencil,  nor  a 
pen  unless  without  ink),  and,  holding  it  as  a  pen,  moving  it  slowly 
over  the  printed  consonant-outlines  given  in  the  table  below. 
Great  care  should  be  taken  to  follow  each  outline  from  begin- 
ning to  end  without  leaving  it ;  touching  the  paper  very  lightly, 
so  as  to  avoid  scratching  or  in  any  way  disfiguring  the  book. 

213.  Move  the  pointer  over  these  characters  as  follows : 

FROM  THE  TOP  DOWNWARD. 

////////// 


(((((((((( 
)))))))))) 
JJJJJJJJJJ 


50  ART  OP  PHONOGRAPHY. 

FROM  LEFT  TO  RIGHT. 


FROM  LEFT  TO  RIGHT  AND  UPWARD. 


rrrrrrrrrr 


OF   THE  VOWEL-SIGNS. 

214.  Care  in  Making  the  Vowel-signs  is  important  both  as 
respects  the  appearance  of  the  writing  and  the  ease  with  which 
it  is  read. 

215.  Thickness  of  Vowel-signs.— The  light  vowel-signs, 
both  dot  and  dash,  should  be  made  of  the  thickness  of  a  light 
consonant-stem ;  and  the  heavy  vowel-signs,  both  dot  and  dash, 
of  the  thickness  of  a  shaded  straight  stem. 

216.  Length  of  Dash-signs. —  The  dash  vowel-signs  should 
be  made  about  one  quarter  the  average  length  of  the  stems  to 
which  they  are  written.  A  large  style  of  phonography  requires 
longer  dash-vowel-signs  than  should  be  used  with  a  smaller  style 
of  writing. 

217.  Distance  Away  from  Stems.—  The  vowel-signs,  both 
dot  and  dash,  should  be  placed  at  a  little  distance  from  the  con- 
sonant-stems to  which  thej'^  are  written.  As  a  general  rule,  the 
clear  space  between  vowel-sign  and  stem  should  be  about  equal 
to  the  thickness  of  a  heavy  vowel-sign. 

218.  Angle  of  Dash-signs  to  Stems.—  The  dash  vowel-signs 
are  written  at  right-angles  with  the  part  of  the  stem  to  which 
they  are  placed ;  thus, — 

.r:)....  >>      X    _!_     -I    ...I.    ^' 

or     oar     ope     oak     ode     saw    woe 


SPECIFIC  DIRECTIONS  ABOUT  WRITING.  51 

-J    ...^. r-...--^-  X      -)    ..1. 

show  shoe  you  on  up  us  odd 

219.  Direction  in  which  Dashes  are  Struck,— Each  of  the 

dash  vowel-sigus,  as  they  are  written  to  the  various  consonant- 
signs,  is  made  by  a  movement  in  the  direction  of  some  one  of 
the  stems  Chay,  Tee,  Pee,  Kay,  and  Ree. 

220.  Dashes  which  Slant  Rightward.— Dash  vowel-signs 
which  slant  to  the  right  may  be  written  either  downward,  like 
Chay,  Jay,  or  upward,  like  Ree.  Usually  the  light  dashes  are 
best  written  upward,  and  the  heavy  dashes  downward.  But 
when  a  heavj'  dash  follows  a  stem,  in  such  words  as  woe,  foe, 
paw,  it  may  be  struck  upward. 

221.  Caution  about  First  and  Third  Place  Signs.— As  has 
been  already  stated,  the  vowel-signs  are  always  placed  at  the 
sides,  and  never  on  the  ends,  of  the  stems  to  which  they  are 
written.  Care  should  be  taken,  therefore,  to  write  the  vowel- 
signs  of  the  first  and  third  places  so  that  they  will  not  extend 
beyond  the  end  of  the  stem.  They  should  be  kept  inside  of  a  line 
drawn  at  right  angles  with  and  against  the  end  of  the  stem  to 
which  they  are  written ;  thus, — 

\      T      ^.      -\,    ^     ^     ^ 

bah  daw  we  woo  ma  he  caw 


52  ART   OF   PHONOGRAPHY. 

LESSON  X. 

WORDS  OP  MORE  THAN  ONE  STEM. 

222.  Consonant-outline  Written  Before  Vowels. —  As 

has  been  already  stated,  all  the  consonaut-steras  of  a 
word  are  written  before  writing  any  of  the  vowel- 
signs.  The  entire  outline  is  first  completed  by  join- 
ing the  stems,  one  after  another,  in  proper  succes- 
sion, without  any  break  or  lifting  of  the  pen  or  pencil 
from  the  paper.  The  vowel-signs  are  then  written 
to  the  outline,  in  the  order  of  their  occurrence  in  the 
word. 

223.  To  illustrate,  in  writing  the  word  taMng,  we  first  make 

the    outline,    I     ^ (Tee-Kay-Ing),    and    then   write    in    the 

vowels,  so  that  the  completed  word  will  appear  thus:  !•  ^  ^ 
taking.    Other  Examples : 

filch      Alabama       envy         rebuke        victim        monthly 


WHICH  STEM  TO  WRITE  THE  VOWEL  TO. 

224.  One  Vowel  between  Stems — When  one  vowel 
only  occurs  between  consonants,  its  sign  is  some- 
times written  to  the  first  stem  and  sometimes  to  the 
second.  The  general  rule  that  'governs  in  such  cases 
is  as  follows : 

I.  The  signs  of  all  the  first-place  vowels,  whether 
long  or  short,  or  diphthong,  and  of  the  two  long  sec- 


WORDS  OP  MORE  THAN  ONE  STEM.       53 

ond-place  vowels,  are  written  to  and  after  the  first 
stem}  thus, — 


.^.....^. 


^  A   ^  ^ 


balm     rack     fall      shop  chime     coil     loud    make      foam 

II.  The  signs  of  the  two  short  second-place  vowels, 
and  of  nil  the  third-place  vowels,  whether  long  or 
short  or  diphthong,  are  written  to  and  before  the 
second  stem ;  thus, — 


A 


gem    fetch    thumb    tub     deem    thick    boom    shook    duke 

225.  All  vowels  which,  according  to  the  foregoing  rule,  are 
written  to  the  first  stem,  are  heard  in  the  sentence  :  "  Ma  and 
all  of  my  boys  now  may  go." 

226.  All  vowels  that,  by  the  same  rule,  are  written  to  the 
second  stem,  are  heard  in  the  sentence:  "Let  us  see  if  you 
could  mew." 

227.  Vowel  at  the   Beginning If   a  vowel-sound 

begins  a  word,  its  sign  is  placed  before  the  first  stem 
of  the  outline ;  thus, — 


:i....  -i    A  ..>^... 


ark  asp         eighth  elm        inch  imp        orb 

228.  Vowel  at  the  End — If  a  vowel-sound  ends  a 
word,  its  sign  is  placed  after  the  last  stem  of  the 
outline;  thus, — 

palmy      also       decay      fumy        pay-day       taboo    endow 


54 


ART  OF  PHONOGRAPHY. 


POSITIONS  OP   WORDS  OP  TWO  OR  MORE  STEMS 
AND  ONE  VOWEL. 

229.  When  a  word  has  two  or  more  consonant- 
stems  and  but  one  vowel-sound,  it  is,  in  the  great 
majority  of  cases,  put  in  its  proper  position  by  writ- 
ing its  first  stem  in  the  position  indicated  by  the  place 
of  the  vowel,  and  adding  the  following  stems  on,  one 
after  the  other,  as  they  occur ;  thus, — 

..^...^  K  ...,^.....^... 

chalk        tame         big        shock        reap  loop       check 


vim      depth        came        knock         meek  maim      numb 

230.  Horizontals  followed  by  Other  Steins When, 

however,  a  word-outline  begins  with  a  horizontal 
stem,  but  also  has  coming  after  it  one  or  more  up- 
right or  slanting  stems,  the  initial  horizontal  stem  is 
not  put  in  the  position  indicated  by  the  place  of  the 
vowel,  but  is  raised  or  lowered,  as  the  case  may  re- 
quire, so  as  to  bring  the  first  upright  or  slanting  stem 
of  the  outline  into  that  position  ;  thus, — 


n 


match        inch 


n 


mob         keep      knife 


mouth      gauge 


\..:r\ 


cooked       month      nymph       gagged        gulp        garb   mange 


WORDS  OF  MORE  THAN   ONE  STEM.  55 

231.  The  Object  of  the  foregoing  rule  is  to  bring  all  out- 
lines, eoraposed  of  both  horizontal  and  upright  or  slanting 
stems,  as  nearly  as  possible  into  the  same  general  horizontal 
line,  for  each  of  the  positions,  Irrespective  of  the  order  of  the 
stems  in  such  words. 

Examples : 

A,    ^...^^...^ 

pack      cap       fame       muff      chum      much      theme      myth 


park     march       pink  gimp        milked      munch     thump 

232.  A  Misleading  Rule. —  There  are  some  phonographers, 
and  among  them  one  or  two  authors,  who,  failing  evidently  to 
discern  the  intent  of  the  rule,  as  stated  above,  advocate  the 
substitution  for  it  of  the  rule  that  the  first  consonant-stem  of 
an  outline  in  all  cases  be  written  in  position,  no  matter  whether 
it  is  a  horizontal  or  other  stem.  Such  rule,  however,  is  very 
misleading,  and  has  nothing  to  recommend  it  except  that  it  is  a 
little  easier  to  learn.  Its  effect,  if  adopted,  would  be  to  do  much 
to  destroy  the  symmetry  of  phonographic  writing,  and  to  detract 
from  the  benefits  to  be  derived  from  writing  words  in  position. 
To  be  specific,  the  proposed  rule  would  elevate  some  words 
of  the  first  position,  as  carry,  march,  narrow,  malady,  etc.,  too 
far  above  the  line,  while,  at  the  same  time,  it  would  lower  other 
words  of  the  first  position,  as  copy,  mouth,  enjoy,  magic,  etc., 
down  onto  the  line,  into  the  company  of,  and  exactly  level  with, 
the  outlines  of  such  words  of  the  second  position  as  merry,  mirth, 
gaily,  mellow,  etc.  Many  words  of  the  second  position,  as  much, 
enough,  cape,  coach,  invoke,  notary,  etc.,  would  be  dropped  so  as 
to  only  hang  with  their  tops  across  the  line,  entirely  away  from 
such  other  similar  words  of  the  second  position  as  take,  check, 
revoke,  territory,  etc.  And  quite  a  number  of  words  of  the  third 
position,  as  move,  keep,  image,  cubic,  etc.,  instead  of  being  writ- 
ten across  the  line,  would  fall  entirely  below  it,  and  thus  get 
in  the  way  of  first-position  words  in  the  next  line  below. 


56  ART  OF  PHONOGRAPHY. 

233.  Practice  in  Phonographic  Spelling.— The  learner  is 
recommended  to  read  aloud  distinctly  several  times  all  of  the 
words  given  below,  together  with  the  phonographic  spelling 
which  accompanies  them.  This  spelling  should  be  done  by  pro- 
nouncing the  syllables  separated  by  hyphens.  The  combination 
"ah''  is  sounded  as  the  interjection  ah,  ''aw"  as  the  word 
"  awe,"  and  "  oo  "  as  the  fii-st  syllable  in  the  word  "  oo-long." 

Palm,  Pee-ah-Em,  palm;  peach,  Pee-e-Chay,  jpeacfe ;  page, 
Pee-a-Jay,^agre;  poke,  Pee-6-Kay,^ote;  beam,  Bee-e-Em.  beam  ; 
boom,  Bee-oo-Em,  boom;  balk,  Bee-aw-Kay,  ballc;  bake,  Bee-a- 
Kay,  bake;  bathe,  Bee-a-Thee,  bathe;  fame,  Ef-a-Em,  fame; 
faith,  Ef-a-Ith,  faith;  folk,  Ef-o-Kay,  folk;  vagne,  Vee-a-Gay, 
vague;  move,  Em-oo-Vee,  move;  maim,  Em-a-Em,  maim;  tomb, 
Tee-oo-Em,  tomb;  teeth,  Tee-e-Ith,  teeth;  teethe,  Tee-e-Thee, 
teethe;  teach,  Tee-e-Chay,  teach;  deep,  Dee-e-Pee,  deep;  daub, 
Dee-aw-Bee,  daub;  doom,  Dee-oo-Em,  doom;  thief,  Ith-e-Ef, 
thief;  name,  En-a-Em,  name;  cheap,  Chay-e-Pee,  cheap;  chalk, 
Chay-aw-Kay,  chalk;  shape,  Ish-a-Pee,  shape;  coop,  Kay-oo-Pee, 
coop;  coup6,  Kay-oo-Pee-a,  coupe;  comb,  Kay-o-Em,  comb; 
coach,  Kay-o-Chay,  coach;  cage,  Kay-a-Jay,  cage;  gauge,  Gay- 
a-Jay,  gauge;  Paul,  Pee-aw-El,  Paul;  bowl,  Bee-o-El,  bowl ;  jail, 
Jay-a-El,  jail;  peep,  Pee-e-Pee,  peep;  biabe,  Bee-a-Bee,  babe; 
coke,  Kay-o-Kay,  coke;  cocoa,  Kay-o-Kay-o,  cocoa ;  gawk,  Gay- 
aw-Kay,  gawk;  cab,  Kay-a-Bee,  cab;  fetch,  Ef-e-Chay,  fetch; 
king,  Kay-i-Ing,  king ;  lock,  Lee-o-Kay,  lock;  tongue,  Tee-u-Ing, 
tongue;  book,  Bee-do-Kay,  book ;  sham,  Ish-a-Em,  sham;  much, 
Em-u-Chay,  much;  thick,  Ith-i-Kay,  thick;  bath,  Bee-a-Ith,  bath; 
file,  Ef-i-El,  ^Ze;  fill,  Ef-i-El,  ^/i;  boil,  Bee-oi-El,  boil;  mouth, 
Em-OW-Ith,  mouth;  fume,  Ef-EW-Em, /mwc. 

SEVENTH  READmG  EXERCISE. 


WORDS  OP  MORE  THAN  ONE  STEM. 


57 


^; 


~9 


^■■^h  " 


SEVENTH  WRITING  EXERCISE. 

Came,  palm,  bake,  calm,  cage,  meek,  team  (teem),  keep, 
foam,  talk,  comb,  type,  tomb,  coop,  move,  code,  match,  pack, 
nag,  cap,  peck,  neck,  gem,  dim,  king,  niche,  big,  ink,  dock, 
mock,  cop,  vim,  mug,  tongue,  much,  cup,  took,  book,  guide, 
vouch,  Boyd,  couch,  mouth,  cube,  duke. 

Tick,  ask,  nap  (Knapp),  chime,  peg,  beg,  gouge,  job,  pike, 
both,  life,  deck,  peach,  fame,  chum,  tithe,  bathe,  paid,  make, 
dug,  cash,  dodge,  thieve,  check,  thumb,  asp,  shame,  cape, 
thawed,  beam,  budge,  catch,  tooth,  top,  Dutch,  dike,  nick, 
teach,  tube,  gush,  sham,  thick,  faith,  dime,  pink,  bang,  march, 
shank,  mink,  depth. 


58  ART  OF  PHONOGRAPHY. 

LESSON   XI. 

POSITION    OF    WORDS    OF    MORE    THAN 
ONE    VOWEL. 

234.  Up  to  this  point  reference  has  been  made,  in 
the  rules  of  position,  only  to  words  of  one  vowel. 
When,  however,  a  word  contains  more  than  one  vow- 
el-sound, the  position  in  which  its  outline  must  be 
written  is  determined  by  the  "place"  of  the  vowel- 
sound  of  the  accented  syllable.  Thus,  to  illustrate,  the 
word  ado  has  two  vowel-sounds,  the  first  being  first- 
place  and  the  other  third-place.  The  accent  is  on  the 
third-place  vowel,  60,  and,  therefore,  the  word  is  writ- 
ten in  the  third  position,  rather  than  in  the  first; 
which  latter  would  be  its  position  if  the  accent  were 
on  its  initial  vowel,  a. 

235.  The  Accented  Syllable — In  order  to  make 
sure  and  rapid  progress  in  the  further  study  of  pho- 
nography, the  learner  must  at  once  master  the  sub- 
ject of  Accent  in  the  pronunciation  of  the  syllables  of 
words. 

236.  "Syllable"  Defined. —  A  syllable  is  composed 
either  of  a  vowel-sound  standing  alone,  as  the  first 
sound  in  each  of  the  words  a-lone,  e-vent,  i-dle,  o-ver, 
etc.,  or  of  a  vowel-sound  pronounced  in  conjunction 
with  one  or  more  consonant-sounds,  all  uttered  with 
one  impulse  of  the  voice,  as  the  various  parts  separated 
by  hyphens  in  the  words,  trans-plant,  con-junc-tion,  in- 
struct, coiin-ter,  court-ly,  dis-arm,  stamp-ing,  etc. 

237.  Contains  bnt  One  Vowel-Sound. —  Usually  a  syl- 
lable contains  one,  and  it  never  has  more  than  one, 
vowel-sound. 


POSITION  OP  WORDS  OF  MORE  THAN  ONE  VOWEL.  59 

238.  Each  vowel-sound  in  a  word  always  belongs 
to  some  syllable. 

239.  Accented  Syllable  or  VoweL — From  the  fore- 
going it  follows  that  there  are  as  many  syllables  in 
a  word  as  there  are  vowel-sounds.  It  is  proper,  there- 
fore, to  speak  either  of  the  "  accented  syllable  "  or 
of  the  "accented  vowel"  as  meaning  the  same  thing. 

240.  Syllables  without  Vowels. —  Sometimes  a  sylla- 
ble is  formed  by  the  union  of  two  consonant-sounds, 
without  the  aid  of  anj-  distinct  vowel-sound ;  as  the 
final  syllables  in  ta-hUj  rip-pie,  sho-vel,  ca-per,  tun-nel, 
etc.  And,  in  a  few  instances,  a  single  consonant-sound 
constitutes  a  syllable;  as  the  final  syllables  in  lis-ten 
(lis'n),  often  (of  n).  Such  syllables,  however,  are  never 
accented,  and  so  cannot  control  the  positions  of  words. 

241.  Accented  Syllable  Defined.— The  syllable  in  a 
word  which  is  pronounced  with  th^ greatest  force 
is  called  the  "accented  syllable." 

242.  English  Accent. —  In  English  the  accent  maybe  placed 
upon : 

I.  The  last  syllable,  as  in  above,  profuse,  nevertheless,  enter- 
tain. 

II.  The  last  syllable  but  one.  as  in  fancy,  Tuesday,  excite- 
ment, correspondent. 

in.  The  last  syllable  but  two,  as  in  benefit,  emphasis,  intelli- 
gent, materiality. 

IV.  The  last  syllable  but  three,  as  in  operative,  dictionary, 
imaginary,  siibserriency. 

243.  But  the  tendency  is  to  put  the  accent  as  near  the  begin- 
ning of  the  word  as  possible. 

244.  How  Accent  is  Marked. —  The  usual  mark  with  which 
the  accented  syllables  of  words  are  indicated  in  dictionaries 
and  spelling-books,  is  the  acute  accent,  as  shown  in  the  follow- 
ing examples :  deceive',  stead'y,  el'ephant,  Pennsylva'nia. 

245.  How  Syllables  are  Separated.— In  our  larger  dic- 
tionaries, the  syllables  of  words  are  usually  separated  by  hy- 


60  ART  OP  PHONOGRAPHY. 

phens ;  except  that  after  accented  syllables  the  only  separator 
used  is  the  accent-mark  itself,  thus:  an-te'rior,  bash'ful-ness, 
estab'lish-ment,  etc. 

246,  Accent  in  English  Surnames.— Most  English  sur- 
names are  accented  on  the  first  syllable,  as  in  Allen,  Armitage, 
Bancroft,  Breckenridge,  Crosby,  Cunningham,  Dalton,  Dela- 
field,  Fuller,  Forrester,  Gilson,  Gregory,  Harding,  Hamilton, 
IiTing,  Ingraham,  Jackson,  Jefferson,  Kellogg,  Kiugsbury,  Law- 
rence, Lippincott,  Munson,  Mattison,  Newman,  Osborn,  Pack- 
ard, Patterson,  Eedfield,  Eichardson,  Sedgwick,  Stevenson, 
Terry,  Tiffany,  UUman,  Underwood,  Vinton,  Walker,  Worth- 
ington,  etc. 

247,  Accent  on  Last  Syllable. — In  each  of  the  following 
words  the  accent  is  on  the  last  syllable : 

I.  Words  of  Two  Syllables. — Abate,  create,  reject,  severe, 
submit,  beside,  retort,  alone,  above,  repose,  amuse,  import 
(verb),  attempt,  express,  consent,  award,  befall. 

n.  Words  of  Three  Syllables. —  Appertain,  supervene, 
importune,  insecure,  interfere,  reinstate,  disapprove,  ovei'look, 
reimburse,  undersell,  indirect,  interrupt,  engineer,  disobey, 

248,  Accent  on  Last  Syllable  but  One.— In  each  of  the 
following  words  the  accent  is  on  the  last  syllable  but  one  : 

I.  Words  of  Two  Syllables. — Able,  angel,  danger,  crazy, 
easy,  bacon,  treaty,  idol,  being,  dotage,  dairy,  cater,  eagle,  na- 
tion, import  (noun),  lady,  motion, 

II.  Words  of  Three  Syllables. —  Metallic,  splenetic,  sar- 
castic, specific,  despotic,  didactic,  terrific,  domestic,  dramatic, 
chaotic,  fanatic,  spasmodic,  phonetic,  historic,  romantic,  me- 
chanic, fantastic,  forensic, 

HI,  Words  of  Four  Syllables, —  Antecedent,  indecisive, 
supervisor,  desperado,  apparatus,  affidavit,  manufacture,  in- 
nuendo, predecessor,  mathematics,  disinherit,  accidental. 

249,  Accent  on  Last  Syllable  but  Two.— In  each  of  the 
following  words  the  accent  is  on  the  last  syllable  but  two  : 

I.  Words  op  Three  Syllables, —  Easterly,  pilotage,  brew- 
ery, pauperism,  cowardice,  vigilance,  auditor,  odorous,  polarize, 
tapering,  dangerous,  exercise,  publisher,  ownership. 

n.  Words  op  Four  Syllables. — Exemplify,  indemnify,  per- 
sonify, disqualify,  electrify,  solidify,  apologize,  geology,  contin- 
uous, perpetual,  equivocal,  incompetent,  monopoly. 


POSITION  OP  WORDS  OP  MORE  THAN  ONE  VOWEL.  61 

ni.  Words  of  Five  Syllables. — Intermediate,  testimonial, 
pusillanimous,  anniversary,  disobedient,  impropriety,  ambigmty, 
contrariety,  opportunity,  insecurity,  possibility,  liberality,  uni- 
formity. 

rv.  Words  of  Six  Syllables. —  Materiality,  heterogeneous, 
improbability,  mediatorial,  particularity,  inferiority,  impetu- 
osity, disciplinarian,  antediluvian. 

V-  Words  of  Seven  Syllables. — Individuality,  valetudi- 
narian, indivisibility,  impenetrability,  ineligibility,  perpendicu- 
larity, antitriuitarian. 

250.  Accent  on  Last  Syllable  but  Three.— In  each  of  the 
following  words  the  accent  is  on  the  last  syllable  but  three: 

I.  Words  op  Four  Syllables. — Judicature,  speculative, 
operative,  nominative,  imitative,  spiritual,  visionary,  dictionary, 
stationary,  temperature,  literature,  missionary,  figurative. 

n.  Words  of  Five  Syllables. — Extemporary,  derogatory, 
consolatory,  inflammatory,  preparatory,  subsidiary,  vocabulary, 
preliminary,  imaginary,  observatory,  accompaniment. 

251.  Two  Accented  Syllables. —  Sometimes  a  word  has  two 
accented  syllables — that  is,  besides  its  syllable  with  a  strongly 
marked  accent,  it  has  another  syllable  which  is  slightly  ac- 
cented, as  the  words  "  an'atom'ieal,  de'via'tion,  lu'mina'ry," 
etc.  In  such  cases  the  heavier  is  called  the  "primary  accent," 
and  the  lighter  the  "secondary  accent."  In  dictionaries  they 
are  distinguished  respectively  by  heavy  and  light  acute  accent 
marks.  In  some  words  there  are  two  secondary  or  subordinate 
accents,  as  in  "incom'prehen'sibil'itj'." 

252.  Positions  of  Such  Words.— In  writing  phonographically 
a  word  which  has  more  than  one  accent,  the  position  of  the  out- 
line is  determined  by  the  "place"  of  the  vowel-sound  of  the 
syllable  that  receives  the  primary  accent.  Thus,  the  word 
"an'tece'dent"  is  written  in  the  third-position  and  not  in  the 
first,  and  the  word  "in'deci'sive,"  in  the  first-position  and  not 
in  the  third. 

253.  How  to  Read  Phonography.— At  paragraphs  99,  173, 
and  233  directions  were  given  in  regard  to  spelling  or  reading 
words  printed  or  written  in  phonogi-aphy  which  were  adapted  to 
the  learner's  experience  at  that  stage  of  the  instruction.  But, 
from  this  time  on,  until  one  is  able  to  read  words  at  a  glance, 
the  following  will  be  found  a  good  method  to  adopt :  Bead  each 


62 


ART  OF  PHONOGRAPHY. 


stem  separately  with  all  its  vowel-signs.  If  a  stem  has  no 
vowel-sign  placed  to  it,  give  either  the  name  of  the  stem  or  its 
sound. 

pa-mi        ba-ki  en-vi  mi-ti       ga-di        ti-ni        al-tho 


3.  ^-  S 


■i::-.    ■!_ 


2. 


£f-ussi    Bee-evl    Dee-izzi   awa-Kay   ato-Em   ata-Kay  ada-Jay 

254.  Order  of  Reading  Stems. —  The  consonant-stems  of  an 
outline  are  always  read  in  the  order  in  which  they  are  written. 
This  sometimes,  though  rarely,  requires  that  of  two  stems  the 
one  that  is  farthest  to  the  right  be  read  first;  thus, — 

-C-  (■    /■  ^.  .^--  r^-  -X 

chide         jade         jail         shoal        chill         shade        Josh 
EIGHTH  READING  EXERCISE. 

^     -r  ^    ^    -^     .)      1.    -I--^. 


l>  > 


^- 


^■-■ 


0;. ..'z:^:,  -, n..".'.."!!^......'^. 


POSITION  OF  WORDS  OF  MORE  THAN  ONE  VOWEL.  63 

"St^      ^sv      ^ —      — '  — 


EIGHTH  WRITING  EXERCISE. 

255.  Echo,  ago,  obey,  era,  easy,  ado,  eighty,  allay,  adieu, 
ashy,  allow,  arrow  (Er),  avow,  essay,  ague,  away,  array  (Er), 
annoy.  Veto,  balmy,  needy,  meadow,  funny,  balky,  mighty, 
envy,  gaudy,  comma,  coffee,  cony,  buggy,  choppy,  puffy,  tiny, 
coupe,  tabby,  pithy,  shiny,  cozy,  daisy,  gummy,  chatty,  gouty, 
fussy,  voyage,  poet,  baggage,  chubby,  towage,  bevy,  dizzy,  pay- 
day, awning,  jockey,  zany,  body,  goatee,  toga,  beauty,  caddy, 
epoch,  ensue,  awake,  pica,  noisj',  chalky,  above,  attack,  inning, 
decoy,  aback,  atom,  unto,  eating,  apathy,  image,  untie,  assume, 
offing,  enjoy,  uneasy,  oozing,  enough,  espy,  piety,  petty,  Monday, 
undue,  escape,  assignee,  tunic,  caniage  (Kay-Ree-Jay),  necktiOj 
asking,  dynamite,  veranda. 


64  ART  OF   PHONOGRAPHY. 

LESSON  XII. 

ABOUT  CERTAIN  STEM-JOININGS. 

256.  A   Straight   Stem  is   Repeated   by  making  it 
double  its  ordinary  length;  thus, — 


/ 


/ 


/ 


\ 


\ 


Jay    Jay-Jay    Tee    Tee-Tee    Chay    Chay-Chay    Bee    Bee-Bee 

257.  A  Curved  Stem  is  Repeated  by  writing  it  twice 
without  taking  off  the  pen,  making  a  sharp  angle 
between  the  stems;  thus, — 


v^ 


( 


i     '    !  "^\ 


Ef     Ef-Ef     Dhee      Dhee-Dhee      Zee      Zee-Zee      Er      Er-Er 

258,  Joinings  Without  Angles.— When  stems  are  joined 
between  which  there  is  naturally  little  or  no  angle,  no  attempt 
should  be  made  to  make  one,  not  even  for  the  purpose  of  indi- 
cating where  the  first  stem  leaves  oflf  and  the  other  begins ; 
thus, — 


r 


c_    u 


) 


^^ 


r^    I    ? 


3 


o  -^ 


o  n  r-\ 


Key:  (1.  1)  Chay-Ith,  Tee-Ish,  Tee-Ef,  Pee-Ess,  Pee-En,  Kay- 
Er,  Kay-Shee,  Ree-Em,  Ess-Chay,  (2)  Er-Tee,  El-Tee,  Em-Pee, 


ABOUT  CERTAIN  STEM-JOININaS. 


65 


C  ^ 


Ith-Pee,  Lee-Kay,  Ef-Kay,  En-Kee,  El-Ish,  (3)  El-Ef,  El-En,  El- 
Shee,  Ith-Ess,  Ith-En,  Ith-Shee,  Ef-Er,  Ef-Shee,  (4)  En-Em, 
iShee-Lee,  Ish-El,  Ess-Ith,  Ess-El,  Er-Ef ,  Er-Ish,  Em-En,  (5)  Em- 
Ish,  Em-Ess,  Lee-Shee,  Lee-Ish,  Lee-Ess,  Lee-Er. 

259.  One  Light  and  one  Heavy  Stem.— If  one  of  such 
stems  is  light  and  the  other  heavy,  the  shading  should  be  so 
blended  about  the  joining,  that  there  will  be  no  perceptible 
point  of  division;  thus, — 

//I I\\ 

coo  SS^ 

, — -  o  ^-^  o  n  r^ 

Key:  (1. 1)  Chay-Jay,  Jay-Chay,  Tee-Dee,  Dee-Tee,  Pee-Bee, 
Bee-Pee,  Kay-Gay,  Gay-Kay,  Chay-Thee,  Jay-Ith,  (2)  Tee-Zhee, 
Tee-Vee,  Dee-Ish,  Dee-Ef,  Pee-Zee,  Pee-Ing,  Bee-Ess,  Bee-En, 
Kay-Way,  Gay-Er,  (3)  Gay-Shee,  Eee-Hay,  El-Dee,  Yay-Tee, 
Ith-Bee,  Thee-Pee,  Ef-Gay,  Vee-Kay,  Ing-Eee,  (4)  Ess-Jay, 
Zee-Chay,  Er-Dee,  Way-Tee,  Em-Bee,  Hay-Pee,  Lee-Gay,  El- 
Vee,  El-Ing,  (5)  Yay-Ef,  Yay-En,  Ith-Ing,  Ef-Way,  Vee-Er,  Vee- 
Shee,  En-Hay,  Ing-Em,  (6)  Ish-Yay,  Zhee-El,  Ess-Yay,  Zee-El, 
Er-Zhee,  Er-Vee,  Way-Ish,  Way-Ef,  Em-Zhee,  Em-Zee,  (7)  Em- 
Ing,  Hay-Ish,  Hay-En,  Lee-Zhee,  Lee-Zee,  Lee-Way. 

260.  Hay-Ess  and  Thee-En  Exceptions.— In  the  outlines 
Hay-Ess  and  Thee-En,  because  of  the  liability  of  the  shading 

5 


66  ART  OF  PHONOGRAPHY. 

of  the  first  stems  to  ran  too  far  into  the  second  stenas,  an  angle 
should  be  made  between  the  stems. 

261.  Both  Stems  Heavy. —  If  both  stems  are  heavy,  and 
one  or  both  are  curved,  and  there  is  no  angle  between,  no  at- 
tempt should  be  made  to  sharpen  or  taper  the  ends  of  the 
curves  that  are  toward  the  junction;  but  the  shading  should 
be  continued  of  uniform,  heavy  thickness  right  across  from  one 
stem  to  the  other ;  thus, — 


Key  :  (1.  1)  Jay-Thee,  Dee-Zhee,  Dee-Vee,  Bee-Zee,  Bee-Ing, 
Gay-Way,  Yay-Dee,  Thee-Bee,  Vee-Gay,  Zee-Jay,  (2)  Way-Dee, 
Hay-Bee,  Yay-Vee,  Yay-Ing,  Thee-Zee,  Thee-Ing,  Vee-Way, 
Ing-Hay,  Zhee-Yay,  (3)  Zee-Yay,  Zee-Thee,  Way-Zhee,  Way- 
Vee,  Hay-Zhee,  Hay-Zee,  Hay-Ing. 

262.  Blunt  Joinings.  — When  a  straight  stem  is  joined  to  a 
curved  stem  on  its  concave  side,  and  at  right  angles  to  a  line 
drawn  from  tip  to  tip  of  the  curve,  the  point  of  junction  must 
necessarily  be  somewhat  rounded ;  but  care  must  be  taken  in 
the  writing  so  that  its  exact  location  will  be  apparent.  Ex- 
amples : 

\J  ^  "^  "^  ~)  ~)  ~)  ~}  /-^  /^ 


ABOUT  CERTAIN  STEM-JOmiNGS. 


67 


Key:  (1.  1)  Chay-Ef,  Chay-Vee,  Jay-Ef,  Jay-Vee,  Tee-En, 
Tee-Ing,  Dee-En,  Dee-Ing,  Pee-Ish,  Pee-Zhee,  (2)  Pee-Shee, 
Bee-Ish,  Bee-Zhee,  Bee-Shee,  Kay-Ess,  Kay-Zee,  Gay-Ess,  Gay- 
Zee,  Ree-Er,  Ree-Way,  (3)  Er-Chay,  Er-Jay,  Way-Chay,  Way- 
Jay,  Em-Tee,  Em-Dee,  Hay-Tee,  Hay-Dee,  Lee-Pee,  Lee-Bee, 
(4)  El-Pee,  El-Bee,  Yay-Pee,  Yay-Bee,  Ith-Kay,  Ith-Gay,  Thee- 
Kay,  Thee-Gay,  Ef-Ree,  Vee-Ree. 

263.  Disciplining  the  Hand.— The  learner  will  find  the 
illustrations  given  in  this  lesson  very  useful  for  practice  in  the 
way  of  imitation.  Some  of  the  outlines  may  never  occur  in 
actual  work,  but  they  will  afford  admirable  discipline  for  the 
hand  in  training  it  to  do  what  work  it  has  to  do  with  facility 
and  precision. 


NINTH  READING  EXERCISE. 


\  "^  ^  |:  |:  /  - 


68 


ART  OF   PHONOGRAPHY. 


^. ..cr.....O.  .^  .^2... 


NINTH  WRITING  EXERCISE. 

264.  Pope,  papa,  pop,  toto,  judge,  dodo,  roar,  rare,  gag,  gig, 
cake,  rear,  coke,  cuckoo,  cocoa,  gewgaw,  fife,  vive,  lowly, 
saucy,  lull,  ninny,  mummy,  ha-ha,  pious,  taffy,  tush,  pony, 
fake,  lock,  eschew,  narrow,  map,  name,  far,  sheol,  money, 
shyly,  Ersch,  fishy,  lower,  mossy,  ulna,  lash,  lessee,  mash, 
data,  gawk,  tody,  keg,  fog,  posy,  pang,  out-vie,  abbacy,  league, 
bony,  mob,  gore,  dash,  evoke,  defy,  knee-high,  thong,  mazy, 
along,  veer,  lazy,  alway,  Vichy,  honey,  hush,  huso. 

Chaffy,  Java,  apish,  jiffy,  gauzy,  tongue,  bosh,  aiding,  gang, 
tiny,  cooky,  agog,  baby,  rarely,  rarity,  rarefy,  reared,  roaring, 
juror,  uproar,  terror,  italic,  mope,  penny,  fearing,  fur,  averring, 
shoal,  namely,  militia,  nominee,  Messiah,  vogue,  fig,  hang, 
hussy,  nothing,  hash,  abolishing. 


HOW  TO  WRITE  CONCURRENT-VOWELS. 


69 


LESSON  xm. 

HOW  TO  WRITE  CONCURRENT- VOWELS. 

265.  Final  and  Initial  Concurrent- Vowels.— When  two  or 
more  vowel-sounds  occur  together,  either  at  the  end  or  at  the 
beginning  of  a  word,  as  in  Gilboa  and  aerial,  the  signs  of  both 
vowels  must  of  necessity  be  placed  at  the  same  side  of  one  eon- 
sonant-sign;  that  is,  placed  either  after  the  final  or  before  the 
initial  stem  of  the  outline,  as  the  ease  may  be. 

266.  This  cumulative  vocalization  may  be  done,  in  a  way  that 
will  avoid  confusion  and  show  the  order  in  which  the  vowels 
are  to  be  read,  by  writing  the  vowel-signs  at  different  distances 
from  the  stem ;  the  sign  of  the  vowel  that  is  heard  farthest  from 
the  consonant  being  placed  at  the  greatest  distance  away,  and 
the  sign  of  the  vowel  that  is  heard  nearest  to  the  consonant 
being  placed  nearest  to  the  stem.  If  there  are  more  than  two 
vowel-sounds  in  the  group  of  concurrent-vowels,  the  signs  of 
the  intermediate  vowels  should  be  written  between  the  inner 
and  outer  vowel-signs,  in  their  proper  order.  Each  vowel-sign 
must  at  the  same  time  be  kept  in  its  proper  vowel-place  length- 
wise of  the  stem.    Examples: 


\ 


boa 


,r?-  ■\- 


Leo 


payee 


Goliah 


Geneseo 


C. 


Genoa 


t 


\^. 


K 


Judea        Ohio 


avowee  Aello  Oahu  Adaiah 


267.  Medial  Concurrent  Vowels. — WTien  two  vowel-sounds 
occur  together  in  the  middle  of  a  word,  the  sign  of  the  first 
vowel  may  be  written  to  the  stem  which  precedes  them,  and 
the  sign  of  the  second  vowel  to  the  stem  that  follows  them.  Or 
else  both  vowel-signs  may  be  written  to  one  or  the  other  of  the 


70  ART   OF   PHONOGRAPHY. 

stems,  in  the  manner  described  in  the  last  paragraph,  according 
to  the  convenience  of  the  writer.  In  vocalizing  the  outlines  of 
such  words,  the  ordinary  rule  for  writing  single  vowels  between 
stems  (224)  does  not  apply.    Examples: 


^ 


Hi.  ...^     ^ 


duel         chaotic         bayonet         Tioga  Siam        biology 

268.  Words  Composed  of  Vowels  Only.— There  are  a  few 
words  in  the  language,  and  a  number  of  proper  names,  which 
have  no  consonant-sounds  at  all,  being  composed  entirely  of 
vowels,  as  a,  ah,  awe,  owe,  lo,  etc.  Of  coui-se,  the  sound^  in 
such  words  can  only  be  written  with  vowel-signs. 

269.  One- Vowel  Words  and  Initials. — When  a  word  con- 
sists of  but  one  vowel-sound  it  is  usually  written  by  simply 
making  the  sign  of  that  vowel  in  its  proper  position  with  refer- 
ence to  the  line,  and  in  accordance  with  the  rule  given  in  the 
next  paragraph.  Vowel-initials  of  proper  names  are  also  writ- 
ten^n  this  way. 

270.  Positions  of  Vowels  Without  Consonants.— The  three 
positions  for  vowel-signs  written  without  consonant-stems  are 
as  follows : 

First  Position. — Above  the  line  the  height  of  the  stem  Tee. 
Second  Position. — For  Dot-signs,  just  above  and  a  little 
away  from  the  line; — for  Dash-signs,  resting  on  the  line. 
Third  Position. — Just  below  but  not  touching  the  line. 

271.  The  following  are  illustrations  of  one-vowel  words  and 
vowel-initials : 


Ah!  A.  a  E.  awe  O  I 

272.  Nominal-Consonant.—  But  words  which  consist  of  two 
or  more  vowel-sounds  without  a  consonant,  and  all  proper 
names  that  are  composed  of  one  or  any  number  of  vowel-sounds 
without  consonant,  are  best  indicated  by  writing  their  vowel- 
signs  at  the  side  of  a  character  called  the  "Nominal-Conso- 
nant." 


HOW  TO  WRITE  CONCURRENT-VOWELS.  71 

273.  This  sign,  which  is  merely  a  canceled  consonant-stem, 
represents  no  sound  at  all,  but  simply  provides  vowel-places  for 
vowel-signs. 

274.  When  there  is  but  one  vowel-sound  to  be  written,  its 
sign  may  be  placed  on  either  side  of  the  nominal-consonant; 
but  if  there  are  two  vowel-sounds,  their  signs  should  be  written 
one  before  and  the  other  after  the  stem,  in  the  order  of  their 
occurrence. 

275.  The  nominal-consonant  is  almost  invariably  used  stand- 
ing alone,  and  is  made  perpendicular,  like  a  canceled  Tee.  But 
it  is  allowable  to  join  it  to  another  and  a  real  consonant-st«m, 
and  then  it  may  be  inclined  in  any  direction,  at  the  option  or 
convenience  of  the  writer.  It  is  seldom  necessary  to  resort  to 
the  nominal-consonant  in  ordinary  stenographic  reporting. 

276.  The  cross-mark  of  cancellation  may  be  located  at  any 
part  of  the  stem ;  care  should  be  taken  to  place  it  at  a  point 
where  it  will  not  be  in  the  way  of  any  of  the  vowel-signs.  If 
the  vowel  is  first-place  or  second-place,  the  cancellation-mark 
may  be  at  the  finish;  if  there  are  two  vowels,  one  in  the  first- 
place  and  the  other  in  the  third,  the  cancellation  may  be  at  the 
middle  of  the  stem. 

277.  The  nominal-consonant  may  also  be  employed  to  mark  the 
places  of  single  vowel-signs,  not  only  when  they  are  used  as  ini- 
tials, but,  whenever  for  any  reason  it  is  desired  to  consider  the 
vowels  separately;  as,  for  instance,  wlien  speaking  of  a  vowel- 
sound,  without  regard  to  the  letter  with  which  it  is  usually  rep- 
resented. 

Examples : 

T       +       1      U      -i      n-      .f      1- 

Nominal-consonant  Aa  eau        Aue  Eah         lo 

i       i      .T      -i      U      -T      U       T. 

&  e  e  aw  o  do  oi  ew 


72 


ART  OF  PHONOGRAPHY. 
TENTH  READING  EXEECISE. 


•J-    -f  -  t f- 

TENTH  WRITING  EXERCISE. 

278.  Noah,  Bayou,  Mayo,  Rio,  Leah,  Borneo,  Owen,  rodeo, 
Josiah,  Callao,  Hozea,  Bilbao,  Macao,  Lycoa,  Gilboa,  Aerope, 
Algoa,  Aosta.  Diana,  tiara,  duenna,  Joash,  Dion,  Guiana, 
Cayenne,  Rowan,  coyote,  Niobe,  Moab,  Faj'al,  Scioto,  Roanoke, 
Calliope,  diary,  Laoeoon,  diadem,  dialect,  dial,  puerile.  Aeae, 
Ai,  Aeaea,  Aea. 


DOWNWARD  AND   UPWARD  CONSONANTS.  73 

LESSON  XIV. 

DOWNWARD  AND  UPWARD  CONSONANTS. 
CHAY  AND  REE. 

279.  Chay  and  Ree  Isolated.  —  The  stems  Chay  and 
Ree,  when  standing  alone,  whether  single  length  or  re- 
peated (256),  are  distinguished  by  difference  of  slant, 
Chay  or  Chay-Chay  being  written  downward  at  an 
angle  of  about  sixty  degrees,  and  Ree  or  Ree-Ree 
being  written  upward  at  an  angle  of  about  thirty 
degrees  (104) ;  thus, — 

./:....<:.  /  ^  ...-/-.^. /--  ^ 

chaw      raw       etch      ray      each      rue      chowchow      roar 

280.  Chay  and  Ree  Joined. —  But  when  joined  each 
with  any  other  consonant-stem  than  itself,  it  is  not 
necessary  to  so  distinguish  these  stems,  as  the  direc- 
tion of  the  stroke,  either  upward  (indicating  Ree)  or 
downward  (indicating  Chay),  is  apparent  from  the 
outline  itself.    Examples : 

.^....^r::- .  v^  ^-  ^y    U   -7  ^- 

patch     parry     fetch     ferry     Dutch     dairy     much    Murray 

-V  _y;. :7..^r::^\ -f  i^-  ^...i^. 

coach   curry  notch  narrow   wretch    cherry  touching  tearing 


74  ART  OF  PHONOGRAPHY. 

281.  Mnemonic  Sentence.—  The  outlines  of  the  words  reach 
and  cherry  illustrate  the  foregoing  rule.  The  first  is  projected 
upward,  and  the  latter,  downward.  They  may  be  remembered, 
therefore,  by  means  of  the  sentence,  ^^  Beach  up  and  take  a 
cherry  doicn." 

ISH,  SHEE,  EL,  LEE,  ER,  AND  REE. 

282.  The  learner  will  recall  the  fact  that  each  of  the  stems 
_J  and  (^  has  two  names,  Ish  or  Shee  and  El  or  Lee,  respec- 
tively; and  that  the  consonant  r  has  assigned  to  it  two  stems, 
~^   Er  and  ^  Ree,  each  having  a  name  of  its  own. 

283.  It  will  also  be  remembered  that  when  standing  alone, 
the  stem  _J  is  always  written  downward,  and  the  stem  (^ 
always  upward. 

284.  Joined  Sh  and  L  Stems. — When  joined  to  other  stems, 
however,  both  the  stems  ^  and  f^  may  be  written  either  up- 
ward or  downward,  according  to  certain  rules  which  are  about 
to  be  given. 

285.  Names  of  Downstrokes  and  Upstrokes.— Of  the  six 
names,  Ish,  Shee,  El,  Lee,  Er,  and  Ree,  the  three  names  which 
begin  with  a  vowel  and  end  each  with  its  own  particular  con- 
sonant-sound, as  iSH,  eL,  and  eR,  belong  to  the  downstrokes  ; 
and  the  three  names  which  begin  each  with  its  own  particular 
consonant-sound,  and  end  with  a  vowel-sound,  as  SHee,  Lee, 
and  Ree,  belong  to  the  npstrokes  (299). 

286.  Use  of  Ree  and  Er  when  Isolated. —  When  an  r 
stem  is  the  only  one  in  a  word,  either  Ree  or  Er  is 
used,  in  accordance  with  the  following  rules : 

I.  If  there  is  no  vowel  before  the  r,  the  upstroke 
Ree  is  used ;  thus, — 


......  ^   ,  ^  ^  ^ 

ray  raw  roe  wry  rue  row         Rio 

II.  If  there  is  a  vowel  before  the  r,  no  matter 
whether  there  is  one  after  it  or  not,  the  downstroke 
Er  is  used ;  thus, — 


DOWNWARD  AND  UPWARD  CONSONANTS. 


75 


"^  '"^ 


-"^- 


^ 


^^ 


.^* 


awry 


array 


Erie 


287.  Use  of  Joined  Downstrokes  and  Upstrokes. —  The 

following  directions  in  regard  to  the  proper  employ- 
ment of  the  downstrokes  and  upstrokes,  whether  they 
occur  at  the  beginning,  in  the  middle,  or  at  the  end 
of  word-outlines,  are  based  upon  the  requirements  of 
speed  and  legibility  of  phonographic  penmanship,  in 
the  respect  of  securing  the  easiest  stem- joinings  and 
the  most  facile  phonographic  forms. 


AT  THE  BEGINNING  OF   OUTLINES. 

288.  Taking  up,  first  in  order,  their  use  at  the  be- 
ginning of  outlines,  the  following  practice  is  found  to 
give  the  best  results : 

289.  Ish  is  Preferred  to  Shee  before  all  of  the  stems 
of  the  phonographic  alphabet,  except  Ith  and  Thee, 
before  which  Shee  is  preferred,  and  Tee,  Dee  and  Lee, 
before  which  either  Ish  or  Shee  may  be  used ;  thus, — 

<      < ^- ^-  >^-  /^  -<- 

shape       shabby        Ashby       shock      sherry       shoal      sheaf 

^  ^ i i> <    ^  -A- 

shave      shiny     shoeing      issuing       shower     shame     sheath 
sheathe      Asiatic    chateau     shade       shady    Ashley    shallow 


76 


ART   OF   PHONOGRAPHY. 


290.  Lee  is  Preferred  to  El  before  the  stems  Chay, 
Jay,  Tee,  Dee,  Pee,  Bee,  Ith,  Thee,  Ef,  Vee,  Ish,  Zhee, 
Es,  Zee,  Er,  "Way,  and  Lee ;  thus, — 

.^ ..  ^ .  ri.  ...A..  /H  .  ^^  -^^ 

latch         lodge  elegy  alto  laid  lap  alp 


lobe         elbow        lath         althougli       life 


live         lash 


n-  -o- 


lasso 


also 


lazy 


lower 


C^ 


liar 


loll         lily 


291.  Ree  is  Preferred  to  Er  before  the  stems  Chay, 
Jay,  Tee,  Dee,  Ith,  Thee,  Ef ,  Vee,  and  Zhee  j  thus, — 


:d...   /I    yi  A A 


A 

reed 


reach  arch  rage  iirge         riot  rota 

:^- ^--  y^  .-^-  -^  --/H- ...^ 

arid        wrath        earth       writhe       aerify       review       rouge 

292.  Er  is  Preferred  to  Ree  before  the  stems  Em  and 
Hay;  thus, — 


arm        rhyme      aroma       Rome 


room        ream     rehash 


DOWNWARD  AND   UPW'ARD  CONSONANTS.  77 

ELEVENTH  BEADING  EXERCISE. 


-^^ 


^   ^  -^-:^::^ ^^-.-^ 


/!t 


■d...^>iA.-A  ^..A 


-</-  ■  ^ 


/I.  A  A..  A   A   y^^. 


ELEVENTH  WRITING  EXERCISE. 

293.  (286)  Rye,  or,  ray,  ear,  raw,  ore,  roe,  air,  row  (distur- 
bance), Erie,  err,  array,  arrow,  rue,  awry,  era,  airy.  Sheep, 
Ashby,  shaggy,  shed,  Sheba,  shake,  shale,  shawnee,  sherry, 
shying,  shove,  sheath,  sham,  shire,  Shem,   sheathe,   shadow, 


78 


ART  OF  PHONOGRAPHY. 


shad,  Ashley,  chateau,  shily.  Ledge,  lead,  Elijah,  leech,  alight, 
allowed,  lady,  elude,  loop,  lobby,  leap,  elope,  alibi,  laugh,  loth, 
alpha,  lathe,  aloof,  leafy,  elf,  levy,  love,  Alva,  lush,  olive,  lassie, 
eyelash,  Lucy,  allure,  Eliza,  leeway,  leer,  lily,  lull,  alway. 
Eidge,  reach,  urge,  arch,  aorta,  aright,  rod,  aerate,  inide,  erode, 
ready,  earth,  Reavey,  wreathe,  rouge,  wroth.  Bam,  arm,  roam, 
army,  roomy,  Aram,  rim,  ream. 


LESSON  XV. 


DOWNWARD  AND  UPWARD  CONSONANTS 

(CONTINUED). 
EFFECT  OF  ABSENCE  OR  PRESENCE  OF  INITIAL  VOWEL. 

294.  In  all  other  cases  than  those  covered  by  the 
rules  given  in  Lesson  XIV  the  use  of  the  downstrokes 
and  upstrokes  at  the  beginning  of  outlines  is  con- 
trolled by  the  absence  or  presence  of  a  preceding 
vowel.  If  the  word  does  not  begin  with  a  vowel,  the 
tipstroJce  is  used.  If  the  word  does  begin  with  a  vowel, 
the  downstroJce  is  used.    Examples : 


Leroy  Ellery       luna         ulua        lung         along        laying 

■ex.     /\  '-^ 


lamb        elm        lame 


Lehigh        Elihu 


ripe        orb 
rack        ark        wreck        rogue         argue  roar        aui*ora 


DOWNWARD  AND  UPWARD  CONSONANTS. 


79 


roil        oriole        rally        orally        rainy        arena        airing 

-^ D..-  A      ^     A   ..r>^ ^- 

rash        airish       racy         ursa         rosy        arrear        Bahway 
TWELFTH  BEADING  EXERCISE. 


r-  C 


^-  "■ 


(L 


^...X  A  A  A  -^  ..A  " 


>r 


X)- 


^ 


TWELFTH  WEITING  EXERCISE. 


295.  Look,  logy,  lowery,  elk,  league,  Algoa,  lake,  Lena,  ail- 
ing, Lang,  Illinois,  laying,  loamy,  alum,  limb,  lamb,  rope,  herb, 
repay,  Arab,  wrap,  rabbi,  rub,  arrack,  ergo,  rug,  orrery,  rally, 
rare,  early,  rill,  Ranuey,  rang,  Arno,  rowing,  rash,  airing,  ursa, 
airish,  arraying,  Rousseau. 


80  ART  OP  PHONOGRAPHY. 


LESSON  XVI. 
DOWNWARD  AND  UPWARD  CONSONANTS 

(CONTINUED.) 
AT  THE  END  OF  OUTLINES. 

296.  Turning  our  attention  now  to  the  proper  use 
of  the  downstrokes  and  upstrokes  at  the  end  of  word- 
outlines,  we  find  that  each  of  the  stems  Ish,  Shee,  El, 
Lee,  Er,  and  Ree  may  be  joined  after  any  of  the  stems 
of  the  phonographic  alphabet.  The  rule,  therefore, 
governing  their  employment  is  of  quite  general  appli- 
cation. 

EFFECT  OF  ABSENCE  OR  PRESENCE  OF  FINAL  VOWEL, 

297.  In  deciding  which  to  use,  the  downstroke  or 
the  upstroke  sign,  when  one  of  these  three  conso- 
nants occurs  at  the  end  of  a  word-outline,  the  writer 
is  governed  by  the  absence  or  presence  of  a  final 
vowel.  If  the  word  does  not  end  with  a  vowel-sound,- 
the  downstroke  is  used;  if  it  does  end  with  a  vowel 
sound,  the  upstroke  is  used.    Examples : 

■f- J  J •" i.- -^ -  b 

Jewish       tush         dash         dashy       push        pasha       apish 

.5 N^--....^  -..^:-.  Q  -5 ^.. 

bush        bushy        mush        mashy        hush        lash        Elisha 


>■■  ■  > 


^L   Y 


DOWNWARD  AND  UPWARD   CONSONANTS.  81 

:^ /- ^ ^ ^'- ^■-^^ 

chill         chilly        jewel  July         tall  tally       toil 

^J  l^  -    ^   -V'- ^     >    ^ 

dull  duly  pole         pulley         pile         bell         below 

coil        Kelly  kill  gale        gaily  rill  relay 

fall         follow         feel         vale        valley  nail         Nelly 

.^^•.....v^.....       Y       ^-^    ...'. 1i7.. a7^.^.. 

shale       shyly      mail       mellow       Hoyle      highly       hollow 

X..    /-  --< t^ ^ ^•-    t, 

char       cherry       shower       showery        tear       tarry       tore 

V  ....^ (X  ..V  ...Y:. 

deer       door       dory       Thayer       thorough       poor       parry 

•  •  • ' 

bar  burr      burrow  fear         fury  veer       vary 


I.  ^ 


82 


ART  OF   PHONOGRAPHY. 


nigher      narrow      mayor      merry       layer      lower     lowery 

298.  Exceptions  to  the  Rule. —  There  are  a  few  ex- 
ceptions to  the  foregoing  rule,  as  follows :  Generally 
Ish  is  preferred  to  Shee  after  Kay,  G&y,  Ree,  En,  or 
Ing ;  Shee  is  preferred  to  Ish  after  Ef  or  Vee ;  Lee  is 
preferred  to  El  after  Lee,  and  Ree  is  preferred  to  Er 
after  Ree ;  thus, — 


^    \p- 


rv-   FJ 


\? 


/9    A 


cash   cassia   ricochet  roguish    gash   rush  rushy 


^    ,^- 


CK^ 


gnash    nausea       fishy         fish       Vichy     knavish       lavish 


lowly       Lowell      lull 


Eyer 


299.  Use  Suggested  by  the  Names.— The  learner  will  be 
aided  in  remembering  the  rules  for  the  use  of  the  downstrokes 
and  upstrokes,  which  relate  to  initial  and  final  vowels,  by  not- 
ing the  fact  that  their  very  names  are  illustrations  of  their 
proper  use.  That  is  to  say,  the  names  Ish,  El  and  Er  begin  with 
vowels,  and  their  signs  are  generally  associated  with  preceding 
or  initial  vowels ;  as  in  bush,  bail,  bar,  ell;  orb,  etc.  And  the 
names  Shee,  Lee,  and  Ree  end  with  vowels,  and  their  signs  are 
associated  with  following  or  final  vowels,  as  in  tissue,  pillow, 
Boicery,  lake,  rob,  etc.  (285). 


DOWNWARD   AND   UPWARD   CONSONANTS.  83 


THIRTEENTH  READING  EXERCISE. 


/■  ..^-J--. ^- ■'^■■-/-■J....l 


4 ^•./. l^Jk ^ ^...t, 

H^..v>..^...^..v^..:<^..v,.M...v 


ART  OF   PHONOGRAPHY. 


THIRTEENTH  WRITING  EXERCISE. 


300.  (297)  Bush,  Josh,  bushy,  toyish,  abash,  mash,  dish, 
lush,  Elisha,  mushy,  mesh,  leash,  toll,  jolly,  tile,  Italy,  toil,  jail, 
tallow,  agile,  towel,  dale,  dolly,  doll,  daily,  poll  (a  paiTot),  duel, 
oddly,  poUy,  Odell,  dilatory,  Paul,  appeal,  pail,  appall,  pole, 
peal,  appellee,  bill,  bailee,  bail,  Bailey,  billow,  by-law,  keel, 
gulley,  bile,  kill,  kilo,  gull,  cowl,  gall,  Cowley,  relay,  royal, 
roil,  royally,  roily,  fill,  thill,  felly,  file,  fell,  filly,  foul,  vile,  foil, 
afoul,  volley,  fallow,  vial,  vill,  viol,  villa,  Nile,  Sewell,  newly, 
Sheol,  oriole,  Shiloh,  hourly,  waylay,  aural,  early,  orally,  maul, 
Milo,  Mollie,  mile,  highly,  Hoyle. 

Th-e,  chary,  jeer,  chair,  jury,  tyro,  attire,  tore,  ajar,  dare, 
tory,  dower,  dairy,  pare,  dowry,  parry,  adore,  peer.  Peru,  poor, 
opera,  peri,  bear,  power,  berry,  bower,  barrow,  Bowery,  gore, 
Carey.  Geary,  bureau,  fur,  farrow,  furrow,  far,  affair,  fiery, 
newer,  fire,  Nero,  showery.  Czar,  shower,  zero,  assayer,  arrear, 
weigher,  miry,  on-ery,  mire,  wiry,  Mary,  mayor.  (298)  Cosh, 
gash,  rush,  cash,  rushy,  cassia,  marsh,  fash,  knavish,  marshy, 
elvish,  oafish. 


DOWNWARD  AND  UPWARD  CONSONANTS.  85 

LESSON  XVII. 
DOWNWARD  AND  UPWARD  CONSONANTS 

(CONTINUED). 
IN  THE  MIDDLE   OF   OUTLINES. 

301.  When  a  sign  of  the  sh,  I,  and  r  series  is  the  second  stem 
in  a  word-outline  of  three  or  more  stems,  either  the  down  or  the 
up  stroke  may  be  used,  according  to  which  will  give  the  best- 
formed  outline ;  and  in  a  great  majority  of  instances  the  stems 
Ish,  Lee,  and  Ree  will  be  found  preferable  to  Shee,  El,  and  Er. 

302.  But,  as  the  learner  will  be  aided  by  having  more  specific 
directions  than  this  general  statement,  a  thorough  examination 
and  analysis  of  a  vast  number  of  outlines  has  been  made,  and 
the  following  new  rules  educed  from  them : 

303.  Ish  Preferred  to  Shee. — After  any  consonant- 
stem,  except  Tee,  Dee,  Ef,  and  Vee,  Ish  is  generally 
preferred  to  Shee.  In  the  outline  of  unsheathe,  the 
third  stem  (Thee)  determines  the  direction  of  the  sh 

'Stem.    Examples: 


^••^ 


:^...^...^...:^...  -z> 


pushing  bishop  abashing  toy-shop  dashing  cashing  gushing 


^.^. 


rushing  unship    fishing     lashing   mashing  unsheathe  hushing 

304.  Lee  and  Ree  Preferred  after  Straight  Stems. — 
After  any  of  the  nine  straight  stems,  Lee  and  Ree  are 
generally  preferred  to  El  and  Er.  The  exceptions  are 
in  the  outlines  of  words  derived  from  words  whose 
outlines  end  in  El,  as  tilling  from  till.  But  in  the 
case  of  outlines  of  words  that  are  derived  from  words 
whose  outlines  end  in  Er,  as  boring  from  lore,  the  Er 
is  changed  to  Ree.    Examples : 


86 


ART  OF  PHONOaRAPHY. 


jollity       deluge       tillage      delve        pulp       polity       polish 

V7  VW<^...,rrC7  —n__f\^:. 

bulge     bailiff   bellowing    colleague      gulch     guilty    royalty 

..^; l^.  \^  \/<^    \r^  \yj  .Mv 

charity      torch     turkey      terrify       derrick       perch    party 


purify    barge     borrowing     dirge      carriage    career     rarity 


I I- 


> ^ ^     ^ h ^ 

pull       pulling      toil        toiling       jeer         jeering      bearing 


FOURTEENTH  READING  EXERCISE. 


L^ 


.^■-H\: K^- G 

v\.v^..  " "        ~' 


V7  -■' 


DOWNWARD  AND  UPWARD   CONSONANTS.  87 


■V7  v^- 


X> 


-^^ 


/^ 


1>1. 


P^ 


I>^.-.^.  >^   V^    \/l   \/l  -s^. 


88  ART  OF  PHONOGRAPHY. 

FOURTEENTH  WRITING  EXERCISE. 

305.  (303)  Cashing,  rushing,  pushing,  bishop,  dashing,  gush- 
ing, unsheathe,  fishing,  hushing,  mashing,  lashing,  gnashing. 
(304)  Tulip,  agility,  toiling,  italic,  chilling,  jollily,  tallying, 
toweling,  deluge,  delaying,  dialogue,  delta,  dealing,  dilemma, 
apology,  pelf.  Pollock,  pulpy,  pillage,  ej^ilogue,  pillory,  piling, 
pillowing,  appalling,  bailiff,  appealing,  bulb,  peeling,  belch, 
Bellevue,  bilge,  bulky,  ability,  abolish,  billet-doux,  billing, 
Caleb,  oblong,  belaying,  billowing,  boiling,  caliph,  calico, 
calash,  colleague,  cholera,  coiling,  colic,  gallop,  gallei-y,  gulp, 
Gilboa,  Galena,  Gallilee,  Cherokee,  cherub,  Gaelic,  rallying, 
charily,  roiling,  torch,  tardy,  juror,  Turk,  terror,  jeering,  tyr- 
anny, doric,  dearth,  tiring,  dii'ge,  tearing,  dearer,  dirty,  porch, 
dirk,  uproar,  daring,  purge,  adoring,  peerage,  appearing,  barb, 
perish,  peering,  parrying,  park,  Persia,  bearer,  barony,  barge, 
birth,  Borneo,  borrower,  bii'ch,  barouche,  burgh,  bark,  bearing, 
Burke,  barrack,  barring,  carriage,  gorge,  roarer,  borrowing, 
carp,  currying,  garb,  rarefy,  rearing,  career,  raiity. 


LESSON  XVIII. 
DOWNWARD  AND  UPWARD  CONSONANTS 

(CONCLUDED). 

306.  After  Ef  or  Vee  the  stems  Lee  and  Ree  are 
generally  preferred,  although  Er  is  used  instead  of 
Ree  if  the  third  stem  of  the  outline  is  Kay,  Gay,  Em, 
Hay,  or  Lee.  But  in  the  ease  of  derivatives  from 
words  whose  outlines  end  in  either  El  or  Er,  as  falling 
from  fall,  and  fearing  from  fear,  the  outlines  of  such 
derivatives,  except  in  failure  and  foolery,  retain  the 
original  form,  and  do  not  take  Lee  or  Ree.  Examples : 

faulty       Philip       filth      felony    following      foolish      fallacy 


DOWNWARD  AND  UPWARD  CONSONANTS. 


89 


^ 


follower     film     village      vilify      forth     furrowing      virago 


farm        firm        forum        fork        forego        fairly       Varley 

.<  »<  .V  .V 


foil      foiling      fire  firing        veering     failure       foolery 

307.  After  Em  the  stems  Lee  and  Ree  are  almost 
invariably  used,  without  regard  to  the  forms  of  primi- 
tive words.    Examples : 

milch     mileage      Malta     melody     milk      Mallory    mollify 


Mullaney    mellowing  militia    miilish   Melissa  molar    MuUaly 


march  merge  married  mui-ky  America  mirror  mirth 
^^  .,-V^  ^  ^  ,,-y)_  ^^^  ^_y^ 
merino    marring     marsh      mirage     Marcy    Martha  Murphy 


90 


ART  OP  PHONOGRAPHY. 
FIFTEENTH  READING  EXERCISE. 


FIFTEENTH  WRITING  EXERCISE. 

308.  Fealty,  filthy,  follower,  filch,  foolish,  Philip,  faixlty,  fel- 
ony, foliage,  foolery,  film,  feeling,  foiling,  fork,  following,  forego, 
filing,  farrago,  vilify,  village,  variety,  fearing,  villainy,  heirloom, 
availing,  verity,  veering,  furrowing,  virago,  vaiying,  erelong. 
Mollify,  mulatto,  Malaga,  Malta,  mildew,  Malacca,  moldy, 
molar,  melody,  milch,  malady,  mileage,  mirth,  milky,  merrily, 
militia,  mellowing,  mirror,  March,  emerge,  merino,  marriage, 
marshy,  merge,  mirage,  marring,  America,  marrying,  murky. 


DIPHTHONG-SIGNS  JOINED  TO  STEMS.  91 

LESSON  XIX. 

DIPHTHONG-SIGNS  JOINED  TO  STEMS. 

309.  The  diphthong-signs  are  sometimes  joined  to  consonant- 
stems,  both  at  the  beginning  and  at  the  end  of  word-outlines. 

310.  The  sign  "I"  is  frequently  joined  at  the  beginning  of 
outlines. 

311.  The  signs  "OW"  and  "01"  may  also  be  joined  in  the 
same  way  in  a  few  words. 

312.  An  initially  joined  diphthong-sign  has  the  same  effect 
upon  the  form  of  the  rest  of  the  outline,  and  upon  its  vocaliza- 
tion, as  if  it  were  a  consonant-stem,  in  the  following  respects : 

I.  The  rule  for  final  upstrokes  and  downstrokes  at  297  ap- 
plies, instead  of  the  rules  at  86  and  286.  See  examples  ^re,  ire, 
fiery,  Ira,  ail,  etc. 

n.  A  vowel-sign  written  before  a  stem  which  has  an  initially 
joined  diphthong-sign,  is  read  between  the  diphthong  and  the 
stem.     See  examples  iota,  eying,  iodic,  etc. 

313.  Any  of  the  diphthong-signs  may  be  joined  finally  to 
stems  with  which  they  make  good  junctions.  The  reporter, 
however,  should  not  form  the  habit  of  joining  the  signs  of  the 
diphthongs  to  stems.  Except  in  the  case  of  the  diphthong  I 
joined  initially,  it  is  seldom  done. 

Examples : 


item  eyed  Ike 


^     VL/-      ^ 


fire  ire  fiery  Ira  irony  oil  owl 


-T     ^ 

iota         lone         eying         Iowa         iodic         Ionic        lanthe 


92  ART  OF  PHONOGRAPHY, 

guy         rye  nigh  boy  coy  cow  row 


WORDS  AND  PROPER  NAMES  WRITTEN  AS 
PRONOUNCED. 

314.  There  are  three  things  in  regard  to  phonographic  writing 
which  it  is  important  to  always  keep  in  mind.     They  are  — 

I.  All  words  and  proper  names  that  are  pronounced  alike, 
although  they  may  be  spelled  differentl}"  in  the  common  orthog- 
raphy, are  written  alike  in  phonography. 

II.  All  words  and  proper  names  that  are  spelled  alike  in  the 
common  orthography,  but  are  pronounced  differently,  are  writ- 
ten differently  in  phonography. 

III.  Silent  letters — by  which  is  meant  letters  that  must  be 
indicated  in  the  ordinary  mode  of  spelling  words,  but  which 
letters  do  not  actually  represent  any  sounds,  as  1c  in  know,  li  in 
hour,  one  of  the  Vs  in  ehh,  final  e  in  malce,  these,  ire.  home,  etc. — 
are  never  written  in  phonography. 

315.  "R"  never  Silent. —  The  consonant  r  is  never  silent; 
therefore  it  should  always  be  written,  and  especially  in  such 
words  as  par,  mar,  bar,  etc.  Some  phonographers  have  fallen 
into  the  error  of  supposing  that  r  after  a  in  such  words  need  not 
be  indicated ;  or,  in  other  words,  that  the  words  par  and  mar 
are  sounded  the  same  as  the  words  2)a  and  ma. 


SIXTEENTH  >  READING  EXERCISE. 

.    \     \      I- 


.p 


I-    I-    u 


■); 


WORDS  AND  NAMES   WRITTEN  AS  PRONOUNCED,   93 

^..v,....K^.,.v,-v/...^ ^;. 


SIXTEENTH  WRITING  EXERCISE. 

316.  Beau,  bow;  bay,  bey;  bow,  bough;  be,  bee;  by,  bye, 
buy;  two,  too,  to;  ought,  aught;  tow,  toe;  atp,  eight;  ode, 
owed;  dough,  doe;  key,  quay;  day,  dey;  due,  dew;  ray,  wray; 
lea,  lee;  rye,  wry;  ail,  ale;  see,  sea;  all,  awl;  me,  mi;  no, 
know;  oar.  ore,  o'er;  nay,  neigh:  in,  inn  :  you,  yew,  ewe ;  Ann, 
Anne;  way,  weigh;  hay,  hey;  hew,  hue,  Hugh;  high,  hie;  hoe. 
Ho! 

Pour,  pore ;  pail,  pale ;  pair,  pare,  pear ;  pole,  poll  (the 
head);  ball,  bawl;  bell,  belle;  beach,  beech;  bail,  bale;  bare, 
bear;  berry,  bury;  bier,  beer;  bore,  boar;  tare,  tear;  dear, 
deer;  tire.  Tyre;  tier,  tear;  tale,  tail:  kill,  kiln;  rap,  wrap; 
reed,  read,  Reid;  gauge,  gage;  red,  read  (red);  rood,  rude, 
rued ;  wreck,  reck ;  rode,  road,  Rhode,  rowed ;  foul,  fowl ;  ring, 
wring;  fore,  four;  rung,"  wrung;  forth,  fourth;  ark,  arc;  laid, 
lade;  mighty,  mity;  need,  knead,  kneed;  led,  lead  (a  metal); 
knave,  nave. 


94  ART  OP  PHONOGRAPHY. 


LESSON  XX. 

CAPITAL  LETTEES  AND  PROPER  NAMES. 

317.  As  there  is  only  one  set  of  characters  in  the  phonographic 
alphabet  to  represent  the  different  consonant  and  vowel  sounds 
of  the  language,  there  can,  of  course,  be  no  such  distinction 
made,  in  respect  to  size  and  shape  of  characters,  as  is  observed 
in  longhand,  by  the  use  of  small  or  lower-case  letters  and  capi- 
tals. But  whenever  it  becomes  desirable  or  necessary  to  indi- 
cate that  a  shorthand  outline  stands  for  a  word  that  begins  witli 
a  capital,  or  for  a  proper  name,  it  may  be  done  by  placing 
underneath  or  just  at  the  left  of  the  first  stem,  two  short  par- 
allel lines ;  thus, — 


U    VA-     V    V      P^      T 


v^. 


Adam       Burke      Foueher        Ptolemy      Ida        May      Zeno 

318.  The  learner,  however,  is  recommended  not  to  use  tliese 
marks  of  capitalization  habitually,  as  it  is  better  to  acquire  the 
ability  to  read  proper  names,  in  their  ordinary  connections  in 
sentences,  without  the  aid  of  anything  to  indicate  that  their 
outlines  are  different  from  those  of  other  words. 

319,  The  following  reading  and  writing  exercises  are  made 
up  entirely  of  proper  names,  and  the  marks  of  capitalization 
are,  therefore,  omitted. 


SEVENTEENTH  READING  EXERCISE. 

\    X    \    \     L    I      I     1    /• 

r  ^  _  -^  ^-  _  ^  '^ 


CAPITAL  LETTERS  AND  PROPER  NAMES.  95 

^ yx\^  r"^ I 

l^    l^    L,    k,  ...V.....C.    4-   ^ 


1^    C\    <7 


96 


ART  OP  PHONOGRAPHY. 


SEVENTEENTH  WRITING  EXERCISE. 

320.  Alae,  Poe,  Abby,  Opie,  Jay,  Ada,  Dow,  Ida,  Ed,  Joe, 
Eva,  Fay,  Esau,  Otho,  Asa,  Shaw,  Eli,  Leah,  Ella,  Emma,  Amy, 
Annie,  Anna,  lone,  Noah,  Iowa. 

Bath,  Patti,  Bessie,  Paul,  Buel,  Edith,  Bailey,  Ottawa,  Dana, 
Daily,  Duane,  Dora,  Jack,  Idaho,  China,  Job,  Joel,  Jessie,  Jim, 
Josiah,  Johnnie,  Jenny,  Jonah,  Kelly,  Katy,  Carrie,  Casey, 
Cowen,  Gerry,  Kehoe,  Guion,  Fannie,  Foley,  'Avery,  Vesey, 
Ithaea,  Lloyd,  Isaac,  Elijah,  Levi,  Luke,  Lucy,  Elias,  Eliza, 
Lizzie,  Elisha,  Laura,  Lowell,  Arago,  Illinois,  Raleigh,  Ruth, 
Maud,  Amboy,  Moody,  Maggie,  Mike,  Maria,  Murray,  Emily, 
Mary,  Mamie,  Matthew,  Minnie,  Ned,  Omaha,  Nassau,  Oneida, 
Nyack. 

Pomeroy,  Purdy,  Buffalo,  Panama,  Betsy,  Burke,  Bombay, 
Tyler,  Bertha,  Bennett,  Tennessee,  Topeka,  Dudley,  Timothy, 
Dakota,  Jacob,  Dorsey,  Keokuk,  Donohue,  Jamaica,  Ketchum, 
Gushing,   Liebig,   Canada,   Gurney,   Kellogg,    Fargo,    Fowler, 


ABBREVIATIONS.  97 

Philip,  Farley,  Esquimaux,  Verona,  Thorpe,  Zachary,  Isabella, 
Alleghany,  Chicago,  Elmira,  Alabama,  Rebecca,  Rachel,  Ra- 
pallo,  Reading,  Mobile,  Rugby,  McKeon,  McKosh,  Murphy, 
Miller,  Macaulay,  Martha,  Mohawk,  Amanda,  Mallory,  Niagara, 
Munich,  Anthony,  Nancy,  Nevada,  Newark,  Wajlack. 

Teeumseh,  Toronto,  Baltic,  Atlanta,  Tippecanoe,  Long- 
fellow, Milwaukee,  Macbeth,  Onondaga,  Edinburgh,  McDowell, 
McAdam. 


LESSON  XXL 

ABBREVIATIONS. 

321.  Words  of  FrecLuent  Occurrence. — From  careful  esti- 
mates which  have  been  made  it  is  found  that  of  the  large 
number  of  words  used  in  speaking  and  writing  English,  fully 
one  half  is  made  up  by  the  repetition  of  certain  common  words 
such  as  the,  and,  of,  to,  in,  a,  for,  it,  he,  but,  at,  they,  etc., 
numbering  less  than  one  hundred  and  fifty  in  all. 

322.  Generally  Written  in  Full. — Most  of  these  words  are 
so  briefly  written  in  this  system  of  phonography  by  their  regular 
full  outlines  that  no  other  provision  is  required  for  them.  They 
are  sufficiently  brief,  and  can  be  written  with  the  requisite  speed, 
to  enable  the  skilled  and  practised  phonographer  to  follow  the 
most  rapid  speaker  and  take  down  his  words  with  accuracy  and 
precision. 

323.  But  there  are  several  of  these  frequent  words  which,  if 
the  shorthand  writer  were  obliged  to  always  write  them  in  full, 
would  cause  an  unnecessary  consumption  of  time  and  labor. 
For  that  reason  they  are  provided  with  shortened  phonographic 
forms,  or  outlines  which  are  incomplete ;  as  illustrated  by  the 
following  examples : 

L  >..  \  .-.  A.  1  -^  ..•.. ..'. 

had       part        but        can       shall       was        her        and       I 

324.  Outlines  of  this  sort  are  called  "Abbreviations";  and 
they  are  like,  and  in  some  instances  are  exact  counterparts  of, 

7  


98  ART   OF   PHONOGRAPHY. 

the  abbreviations  used  in  longhand,  such  as  " Wm."  for  "Wil- 
liam," "  Jan."  for  "January,"  "  Sept."  for  "  September,"  "  Dr." 
for  "Doctor,"  "Mr."  for  "Mister,"  "etc."  for  "  et  cetera," 
"N.  Y."  for  "New  York,"  "Pari."  for  "Parliament,"  "Eev." 
for  "Eeverend,"  "U.  S."  for  "United  States,"  etc. 

325.  All  other  words  than  those  for  which  abbreviations  are 
provided  in  this  book,  should  always  be  written  in  full.  The 
learner  should  not  devise  any  abbreviations  of  his  own,  and 
he  should  avoid  adopting  any  at  the  suggestion  of  other  pho- 
nographers. 

326.  "  Wordsigns  "  or  "  Contractions ." — Abbreviations  are 
sometimes  called  "Wordsigns"  or  "Contractions"  by  writers 
on  phonography. 

327.  Not  Vocalized. — The  abbreviations  of  phonography  as 
a  rule  should  not  be  vocalized  ;  not  even  by  the  beginner. 

328.  At  page  101  will  be  found  a  list  of  simple-stem  abbrevi- 
ations. Others  will  be  introduced  as  fast  as  the  principles 
involved  in  their  forms  are  explained.  They  should  all  be 
thoroughly  learned  by  the  student  as  he  reaches  them  in 
his  progress  through  the  book. 

329.  Abbreviations  out  of  Position. — It  will  be  noticed  that 
the  abbreviations  for  a  few  words,  as  ichich,  ichere,  icere,  etc., 
are  written  in  other  positions  than  those  required  by  their  vow- 
els. This  is  done  so  that  in  unvocalized  phonography,  which 
the  learner  will  eventually  use,  they  will  not  be  mistaken  for 
the  outlines  of  other  words;  a  thing  which  would  sometimes 
occur  if  they  were  written  in  the  positions  to  which  the  general 
rule  would  assign  them. 

330.  Other  Outlines  out  of  Position. — There  are  also  a  few 
other  simple-stem  words,  whose  outlines  are  not  abbreviated  at 
all,  but  yet,  for  the  reason  stated  in  the  last  paragraph,  are 
written  out  of  their  proper  positions,  as  the  words  do,  go,  any, 
etc.  Although  the  outlines  of  these  words  are  not  abbrevi- 
ations, still,  for  the  sake  of  convenience  of  reference  they  are 
included  in  the  list.  So  also  are  words  which  are  written 
entirely  with  vowel-signs. 

331.  Composition  of  Abbreviations.— Most  of  the  abbrevi- 
ations are  composed  entirely  of  consonant-stems.  But  there  are 
a  few  words  which  are  written  with  dot  or  dash  sign  abbrevia- 
tions, as  the  following : 


ABBREVIATIONS.  99 

332.  "An"  and  "And."— The  words  an  and  and 
are  both  written  with  a  light  dot  in  the  first-position 

(270). 

333.  No  mistakes  can  be  occasioned  from  writing  these  two 
words  with  the  same  sign,  as  the  context  or  meaning  will  always 
show  which  is  intended. 

334.  "  A." — The  word  a  is  written  with  a  light  dot 
in  the  second-position  (270). 

335.  "  The."— The  word  the  is  written  with  a  light 
dot  in  the  third-position  (270). 

336.  The  dot-signs  for  a  and  the  are  made  light  instead  of 
heavy,  because  a  light  dot  can  be  made  much  more  quickly  than 
a  heavy  dot. 

337.  Care  should  be  taken  to  place  the  dots  for  both  of  these 
words  so  that  they  will  not  touch  the  line.  By  always  keeping 
the  a  dot  distinctly  above  the  line  and  the  the  dot  distinctly 
below  the  line,  errors  from  conflict  will  be  avoided. 

338.  *♦  I." — The  pronoun  I  is  written  with  a  short 
light  dash  in  the  first-position,  struck  upward  in  the 
direction  of  Ree. 

339.  "Of."— The  word  of  is  written  with  a  short 
light  dash  in  the  secoud-position  (on  the  line),  struck 
upward  in  the  direction  of  Ree. 

340.  Of  is  removed  from  its  proper  position  above  the  line, 
and  placed  on  the  line,  in  order  to  avoid  conflict  with  the  signs 
of  /  and  have. 

341.  "Have." — The  verb  have  is  sometimes  written 
with  a  short  heavy  dash  in  the  first-position,  struck 
downward  in  the  direction  of  Jay.  It  is  also  written 
with  the  stem  Vee. 

342.  "Who"  and  "Whom."— The  words  ivho  and 
whom  are  both  written  with  a  short  heavy  dash  in 
the  third-position  (below  the  line),  struck  downward 
in  the  direction  of  Jay. 


100  ART  OF  PHONOGRAPHY. 

343.  As  who  and  whom  are  respectively  uominative  aud  objec- 
tive, the  context  will  always  tell  which  is  intended  ;  therefore 
no  mistakes  can  arise  from  writing  both  words  with  the  same 
sign.  In  case,  however,  the  wi-iter  should  wish  to  distinguish 
between  these  words,  the  dash  may  be  used  for  icho  only,  and 
the  stem  Em  may  be  added  to  the  dash  in  writing  the  word 
whom. 

344.  "  He." — The  pronoun  he  is  commonly  written 
with  a  short  light  dash,  placed  on  the  line,  and  struck 
downward  in  the  direction  of  Tee.  He  may  also  be 
written  with  the  stem  Hay  on  the  line. 

345.  "  Him." — Him  is  generally  written  with  a  short 
heavy  dash,  placed  on  the  line,  and  struck  in  the  direc- 
tion of  Dee.  Like  he,  him  may  also  be  written  with 
the  stem  Hay  on  the  line.  When  written  with  the 
stem-sign,  he  and  him  do  not  conflict,  for  the  same 
reason  that  who  and  whom  do  not,  when  written  alike 
(343). 

346.  "Breves." — The  dash-signs  for  the  words  /,  of,  have, 
wlw-m,  he,  and  him,  are  called  "Breves"  or  "Breve-signs." 
Farther  on  they  will  be  treated  of  very  fully,  in  connection  with 
other  breve-signs. 

347.  "New,"  "Knew"  and  "Now."— The  words 
neiv,  knew,  and  now  are  written  with  the  stem  En,  with 
abbreviated  forms  for  their  final  elements  joined  at 
the  end. 

348.  One  Sign  for  Two  Words. —  Whenever  in  the  List  of  Ab- 
breviations there  occurs  an  outline  with  a  key  opposite  it  con- 
taining a  hyphen,  it  means  that  the  abbreviation  is  used  for 
two  words.  Thus,  ''  Give-n"  indicates  that  both  give  and  given 
are  written  with  the  same  sign,  namely,  the  stem  Gay  in  the 
third  position.  In  all  such  cases  of  double  representation  of 
words  by  single  signs,  they  are  words  that  will  not  conflict 
although  written  alike,  the  context  invariably  showing  which 
word  is  intended. 


v^ 


ABBREVIATIONS. 
LIST  OF  SIMPLE-STEM  ABBREVIATIONS. 
— Vv-,^.-.    February 

-.V for 

....V^- forever 

from 
gave 
give-n 
go 

Governor 
had 
half 
he 
t^....\  health-y 
hear 
help 
her 
here 
him 
home 
hope 
I 

January 
knew 
knowledge 
legislature 
length-y 


101 


....\.„ 

u 


.a.,. 

...."r-c... 


102 


V 


\-- 


\ 


-v 


ART  OF  PHONOGRAPHY. 

long 

„.A^... 

Eev  (reverend) 

member 

J 

stall 

memoranda 

^--- 

should 

memorandum 

L.. 

thank 

neglect 

i ( 

that 

never 

the 

new 

.(..._ 

them 

New  York 

"  -) 

these 

November 

...^^.... 

thing 

now 

( 

think 

0,  oh,  owe 

time 

of 

„.  __... 

together 

opportunity 

t 

usual-ly 

was 

own 

y-^  ' 

were 

part 

...^._„ 

where 

peculiar 

„„z 

which 

peculiarity 

who-m 

"/ 

publie-sh 

r-- 

will 

recollect 

Z^I 

with 

regular 

worth 

regularity 

"^  " 

would 

remark 

r— 

year 

remember 

.,.c 

yet 

represent 

-.r„_. 

young 

republic-sb 

f— 

your 

ABBREVIATIONS. 


103 


349.  Period,  Dash  and  Interrogation. — As  the  period  and  dash 
of  long-hand  ( .  and  — )  would  be  liable  in  phonographic  writing 
to  be  mistaken,  one  for  a  vowel-sign  and  the  other  for  the  con- 
sonant stem  Kay,  it  is  the  practice  of  phonographers  to  write 
the  period  with  a  small  x-shaped  character  ( x ),  or  with  a 
cursive  modification  of  it  (xj);  and  to  write  the  dash  with 
double  lines,  like  the  sign  of  equation  (=).  The  sign  of  inter- 
rogation is  made  like  Chay-Chay. 


EIGHTEENTH  READING  EXERCISE. 


r 


cv 


^ -V 


)  .  ( 


^"^ 


'-^^^^ 


^.^^^.\z^.:i^..^.K.> 


\ 


104 


ART  OF  PHONOGRAPHY. 


'.C       ^ 


rr 


.  \ 


\ 


y\- 


~^.  >^ 


\ 


h-L.X 


s^n. 


.). 


( 

) 

^ 

) 

r. 

r  ^  1 

(• 

/ 

(  /  J77 

v-^ 


r7 


■>■ 


r 


r±A:.r..y-^ 


.-)  ..//  ,  \ 


EIGHTEENTH  WRITING  EXERCISE.  105 


EIGHTEENTH  WRITING  EXERCISE.      ' 

Ice  was  so  dear  in  July  that  many  gave  up  taking  it.  They 
knew  that  we  were  going  away  on  January  10th.  Jack  will 
give  a  penny  for  my  new  top.  Which  boy  was  it  that  came 
up  for  my  cap  ?  If  he  should  like  to,  the  boy  may  take  the  toy 
home  with  him.  Now  she  can  come  and  show  her  new  bonnet 
in  our  pew.  Emma  Shaw  should  show  us  the  way  to  go  home. 
I  know  that  he  can  never  own  any  farm  in  New  York.  Who 
was  it  that  came  and  looked  into  our  door  an  hour  ago  f  Rev. 
Luke  Pomeroy  came  from  Newark  to  take  part  in  our  public 
talk  and  parade.  Yoiu*  aim  in  life  should  be  high.  Oh,  who 
can  fail  to  remember  the  awe  we  were  in,  for  a  big  bear  came 
by  our  path  f  I  remember  it,  too.  Opportunity  for  hope  can 
never  come  to  all.  I  hear  that  they  were  here  in  February, 
though  we  were  in  Ohio.  Among  my  memoranda  he  may  see  a 
memorandum  that  was  given  me  by  a  member  of  our  legis- 
lature. I  think  the  Governor  had  knowledge  in  November  of 
all  they  were  doing.  They  acknowledge  that  our  knowledge 
may  give  us  a  large  advantage,  but  beyond  that  they  will  say 
nothing.  Are  they  going  where  we  were  in  March  a  year 
ago?    Why  shall  that  thing  become  an  affair  of  much  remark f 


106  ART  OP  PHONOGRAPHY. 

These  sheep  will  all  come  home  together.  Do  they  represent  the 
Eepublic  especially  ill,  and  do  they  usually  half  the  time  ne- 
glect duty!  Have  they  ever  had  an  opportunity  to  view  the 
peculiar  effect  of  autumn  on  foliage  in  America?  I  think  he 
should  thank  them  for  the  help  they  gave  him  in  time  of  need. 
Your  nephew  was  young,  and  yet  he  had  a  polished  way  of 
talking.  He  came  away  from  Albany  so  she  could  come  back 
and  go  home.  May  you  ever  have  health  and  have  a  long  life 
in  which  to  enjoy  it. 


LESSON  XXII. 
PHRASEOaRAPHY. 

350.  In  writing  sentences  phonographically,  often- 
times two  or  more  words  are  joined  together  in  one 
sign,  without  taking  off  the  pen ;  very  much  as  some 
rapid  penmen  connect  words  together  in  writing  long- 
hand. This  method  of  grouping  words  together  into 
single  shorthand  outlines  is  called  '•'  Phraseography," 
and  is  of  great  practical  utility  to  any  phonographer, 
but  more  especially  to  the  verbatim  reporter. 

351.  The  simplest  kind  of  phrase  is  that  in  which  the  phono- 
graphic outlines  of  two  or  more  words  are  joined  together,  with- 
out changing  the  form  that  each  would  take  if  disconnected  and 
written  by  itself.  It  must  not  be  supposed,  however,  from  the 
foregoing  general  definition,  that  Phraseography  means  an  in- 
discriminate stringing  together  of  phonographic  word  outlines, 
without  regard  to  principles  or  gniding  rules ;  for  such  is  far 
from  being  the  case.  There  are  two  faults  which  cannot  be  too 
carefully  guarded  against,  namely,  improper  plirasing  and  too 
much  phrasing.  Therefore  the  rules  respecting  phrase  writing, 
as  well  as  the  shorthand  illustrations  of  the  same,  found  in  this 
book  should  receive  most  attentive  study. 

352.  With  a  view  to  bringing  the  learner  gradually  to  a  know- 
ledge of  this  feature  of  phonography,  a  few  simple  phrase-signs 
will  be  given  now ;  and  hereafter,  from  time  to  time,  as  we  pro- 


PHRASEOGRAPHY.  107 

ceed,  other  phrase-signs,  involving  more  advanced  principles, 
will  be  introduced.  And  then,  iinally,  the  entire  8ubje,ct  \»11 
be  presented  by  itself. 

353.  Rule  of  Position. — "When  the  outlines  of  words 
are  joined  together  in  this  way,  it  is,  of  course,  im- 
possible that  all  of  them  should  occupy  their  normal 
positions,  as  determined  by  the  places  of  the  accented 
vowels.  The  general  rule,  however,  is  that  the  out- 
line of  the  first  word  of  the  phrase-sign  shall  be 
written  in  its  proper  position,  and  the  outlines  of  the 
other  words  joined  on  after,  in  the  order  of  their 
occurrence. 

354.  Breve-sign  for  "A." —  In  order  that  the  word  a 
may  sometimes  be  joined  in  phrases,  in  addition  to  its 
dot-sign  (334)  it  is  also  provided  with  a  breve-sign, 
which  consists  of  a  short  light  dash,  which  always 
has  the  slant  of  the  stem  Pee.  This  sign  may  be 
joined  initially  as  well  as  finally ;  but  it  is  most  fre- 
quently used  finally.  It  is  sometimes  struck  upward 
to  the  left. 

355.  When  Dot-sign  Should  be  Used. —  But  whenever, 
owing  to  the  form  or  direction  of  the  adjacent  out- 
line, the  breve-sign  for  a  cannot  be  joined  with  ad- 
vantage, the  dot-sign  for  a  should  be  used. 

356.  "I"  in  Phrases. — In  phrases  the  breve  for  J  is  some- 
times struck  downward,  in  the  direction  of  Chay.  It  is  always 
written  downward  before  the  simple  stems  Ish,  Ess,  Zee,  Er, 
Way,  Em,  and  Hay.  But  it  should  never  be  struck  downward 
if  when  written  upward  it  will  make  a  suitable  junction  with 
the  succeeding  stem.  Therefore  /  should  always  be  written 
upward,  in  the  direction  of  Ree,  before  the  simple  stems  Chay, 
Jay,  Tee,  Dee,  Pee,  Bee,  Kay,  Gay,  Ith,  Thee,  Ef,  Vee,  En, 
and  Ing. 

3.57.  Other  Breve-signs  will  be  presented  farther  on,  when 
their  use  can  be  better  shown  than  at  present. 


108 


ART   OF  PHONOGRAPHY. 


358.  The  following  are  a  few  examples  of  the  simplest  form 
o^hrase-signs  of  which  mention  is  made  in  paragraph  351 : 


t^ 


.^   ^ <_>. ^ 

Key:  —  (1.  1)  Ask-me,  ask-them,  at-home,  by-my-own,  by- 
which,  carry-on,  ever-had,  (2)  for-many,  for-my-own-part,  for- 
which,  had -they,  on-which,  in-my,  long-ago,  (3)  long-enough, 
look-at,  may-be,  shall-be,  shall-go,  shall-say,  take-them,  take- 
charge,  (4)  to-me,  that-day,  they-had,  that-was,  that-whieh,  they- 
may-be,  were-they,  it-may-be,  they-may,  (5)  too-many,  it-were, 
where-had,  where-were,  whieh-ean-be,  which-may.  which-were- 
they,  will-they,  will-do,  (6)  who-may,  who-were,  are-a,  in-a, 
along-a,  cash-a. 


PAET   SECOJ^D. 

COMPOUND-STEMS. 

INTRODUCTORY. 

359.  Up  to  this  point  of  the  learner's  advancement 
the  only  principles  of  Phonography  which  have  been 
presented  are  such  as  are  used  in  writing  words 
whose  outlines  are  composed  entirely  of  the  simple 
stems  of  the  phonographic  alphabet. 

360.  Now,  while  it  is  possible  to  write  phonetically, 
and  with  considerable  speed,  the  consonants  of  all 
words  in  this  way,  that  is,  with  the  simple  stems 
alone ;  yet,  in  order  to  attain  the  remarkable  brevity 
and  facileness  of  outline,  and  consequent  great  speed 
of  writing,  which  distinguish  Phonography  from  every 
other  kind  of  shorthand,  it  is  necessary  to  employ 
a  series  of  compound-stems  with  which  to  write  cer- 
tain groups  of  consonant-sounds  that  abound  in  the 
language,  and  which  in  speaking  are  uttered  with 
great  rapidity. 

361.  Forming  of  CompoTind-stems. —  Compound-stems 
are  formed  from  the  simple-stems  in  three  different 
ways,  as  follows : 

I.  By  the  Addition  of  Hooks  to  Stems. 

II.  By  Variations  in  the  Length  of  Stems. 

III.  By  both  the  Addition  of  Hooks  and  Varia- 
tions in  the  Length  of  Stems  Combined. 

109 


110  ART  OF   PHONOGRAPHY. 

LESSON  XXIII. 
HOOKED-STEMS. 


IP 


362.  Hooks,  Initial  and  FinaL —  Hooks  may  be  made 
at  either  end  of  any  of  the  consonant-signs  of  the 
alphabet.  When  made  at  the  finish  of  a  stem,  they 
are  called  "Final-hooks";  and  when  made  at  the  be- 
ginning, they  are  called  "  Initial-hooks." 

3G3.  Sometimes  a  stem  has  two  hooks,  one  at  each 
end. 

364.  Stems  with  hooks  attached  are  called  "  Hooked- 
stems." 

365.  How  to  Write  Hooked-stems. —  A  hooked-stem 
is  always  made  with  one  continuous  movement  of  the 
pen  from  the  beginning  of  the  stroke  to  its  end. 
That  is,  if  the  hook  is  final,  the  stem  is  made  first, 
and  the  hook  is  then  turned  on  to  the  end  of  it,  with- 
out any  halting  in  the  writing.  If  the  hook  is  initial, 
the  hook  is  made  first,  and  the  stem  then  flows  out  of 
it,  without  break  or  stoppage.  It  is  not  proper  to 
first  make  the  stem,  and  then  afterwards  add  on  the 
hook  by  a  separate  operation  of  the  pen. 

366.  Two  Sizes  of  Hooks. —  There  are  two  sizes  of 
hooks  used  on  stems,  being  called  "  Large-hooks " 
and  "  Small-hooks."  The  learner  should  form  the 
habit  of  making  the  lai*ge-hooks  of  a  uniform  and 
quite  large  size,  and  the  small-hooks  of  a  uniform  and 
quite  small  size ;  so  that  there  will  never  be  any  doubt 


PINAL-HOOKS.  Ill 

as  to  which  size  is  intended.  The  examples  given  in 
the  reading  lessons  may  be  taken  as  models  in  this 
regard. 

367.  Hooks  on  Straight  Steins. —  There  are  eight  dif- 
ferent hooks  that  may  be  added  to  any  straight  stem, 
being  formed  and  located  as  follows :  Four  of  them 
are  made  large  and  four  small ;  four  are  final  hooks 
and  four  are  initial  hooks;  four  are  turned  on  one 
side  of  the  stem  and  four  on  the  other  side.  See  the 
left-hand  diagi-am  on  the  preceding  page. 

368.  Hooks  on  Curved  Stems There  are  four  dif- 
ferent hooks  that  may  be  written  on  any  curved  stem, 
all  of  which  are  turned  on  the  inner  or  concave  side 
of  the  stem.  The  hooks  on  curved  stems  are  distin- 
guished as  follows:  Two  are  made  large  and  two 
small;  two  are  final,  and  two  are  initial.  See  the 
right-hand  diagram  on  the  preceding  page. 

369.  How  Hooked-stems  are  Used. — Any  hooked-stem 
may  be  used  either  alone  or  joined  to  other  stems, 
and  may  be  placed  in  any  part  of  an  outline,  at  the 
close,  in  the  middle,  or  at  the  beginning. 

FINAL-HOOKS. 

370.  As  has  just  been  stated,  every  straight  stem  has 
four  final-hooks,  and  every  curved  stem  has  two. 

371.  Vowel  read  before  Final-hook. — Any  vowel-sign 
written  to  a  stem  with  final-hook,  whether  it  be  put 
before  the  stem  or  after  it,  must  always  be  read  before 
the  hook. 

372.  Hence  it  follows  that  when  a  word  terminates 
with  a  vowel-sound,  its  outline  cannot  end  with  a  final- 
hook.  In  such  case  a  stem-sign  must  be  used,  in  order 
to- provide  a  vowel-place  for  the  vowel-sign. 


112  ART  OP  PHONOGRAPHY. 

LESSON  XXIV. 
THE  EN-HOOK. 

y  J  \  -,  ^ 


/ 

J 

\ 

^ 

c 

Vo 

r 

c 

^ 

-^ 


373.  ^  may  be  added  to"  all  of  the  consonant-stems, 
both  straight  and  curved,  by  a  small  final-hook,  turned 
in  the  following  manner  : 

I.  On  the  left  side  of  any  down-stroke  straight 
stem,  as  Chay,  Tee,  Bee,  etc. 

II.  On  the  under  side  of  any  right-stroke  straight 
stem,  as  Kay,  Ree,  etc. 

III.  On  the  inner  side  of  any  curved  stem,  what- 
ever its  direction  may  be,  as  Ith,  Ef,  Ing,  Ish,  Ess, 
Way,  Em,  Lee,  etc. 

Examples : 

>/•  -..'^1   J-     -J- J-,-  >^      -V 

chain         join  tone         atone  din  open  been 


X" 


THE  EN-HOOK. 


^:- 


( 


113 


gain 


k.  .....v^. 


yon 


thin 


■J 


vain  even        known        shuu 


arraign        one        mine 

1^ 


omen 


then  fine 

)-  ^ 

assign        zone  urn 

hen        lean  alone 


.  ..-7)...  r  .    ...,^.....^.....r7. 

taken     balloon     machine  lemon     illumine     ribbon    organ 


V^x^ 


coachman  unshaken  punish  vanish  evening  remaining 
374.  Hooked-stem  words,  How  read. —  The  directions  at  253,  in 
regard  to  reading  words  written  in  phonography,  apply  with 
special  force  to  the  reading  of  words  whose  outlines  contain 
hooked-stems.  Thus,  referring  to  the  last  line  of  the  foregoing 
examples,  we  have  ko-Chay-man  (coachman),  pun-ish  (punish), 
Er-eman-ing  (remaining),  etc 

NINETEENTH  READING  EXERCISE. 

J         J''      -1.        I-       .  .J"      J" 


•^-->    J- .J h 


-Jr-J, 

LI... J- ..>. :^ :^ ^  \ .  .v->. 


\'  ^ 


V 


c-  (■   c  ^  ^ 


Ai>  '^i.^Se.,..^ 


114  ART  OP  PHONOGRAPHY. 

3..A  .^-  ..>,::?.  ^  ^  ^  ^  ..^. 


I' 


NAMES  OP  COMPOUND-STEMS. 

375.  The  names  of  compound-stems  are  usually  formed  by- 
combining  the  short  vowel-sound  e  with  the  consonant-sounds 
represented  by  the  compound-stems,  in  such  a  way  that  in  each 
case  it  will  best  facilitate  the  pronunciation  of  the  entire 
group.  There  are  a  few  exceptions  to  this  rule  which  should 
be  carefully  noted.  They  are  the  names  of  the  downward  and 
upward  stems,  Ish,  Shee,  El,  Lee,  Er,  Eee,  and  of  Ith,  Ing,  and 
Ess,  each  having  the  en-hook  attached. 

376.  Names  of  En-hook  Stems. —  The  names  of  the  En-hook 
stems,  respectively,  are  as  follows:  Chen,  Jen,  Ten,  Den,  Pen, 
Ben,  Ken,  Gen  (g  hard  as  in  "  again"))  Ren,  El  'n  (downstroke), 
Yen,  Ith'n,  Then,  Fen,  Ven,  Nen,  Ing'n,  Sheen  (upstroke), 
Ish  'n  (downstroke),  Zhen,  Ess  'n,  Zen,  Ern,  Wen,  Men,  Hen, 
and  Leen  (upstroke). 

377.  "  Simple-end  "  and  "  Hook-end." —  The  simple-end 
of  a  stem  is  the  end  which  has  no  hook  or  other  attachment. 
Both  ends  of  any  of  the  stems  of  the  Phonographic  Alphabet 
are  simple.  The  stem  of  the  word  chain  has  its  upper  end  sim- 
ple and  its  lower  end  hooked. 

HOW  TO  MAKE  A  PHONOGRAPHIC  HOOK. 

378.  The  hook-end  of  a  stem  with  an  En-hook  is  made  by  two 
principal  motions  of  the  pen ;  one  being  in  the  direction  and  in 
continuation  of  the  stem  itself,  and  the  other,  after  a  slight 
lateral  movement,  being  in  a  return  or  almost  directly  opposite 
direction.  These  movements  are  more  like  those  required  in 
forming  the  end  of  an  ellipse  than  in  striking  a  half-circle. 
With  a  straight  stem  they  are  slightly  different  from  what  they 
are  with  a  curve.     The  tip  of  a  hook  on  a  straight  stem  should 


THE  EN-HOOK. 


115 


point  a  little  out  from  the  stem ;  while,  on  a  curved  stem,  the 
tip  should  point  very  nearly  at  the  other  end  of  the  stem.  The 
motion  with  which  a  hook  is  formed  is  more  reciprocating  than 
rotary.  A  circular  movement  is  always  to  be  avoided  in  making 
a  hook. 

379.  Models  for  the  En-hooks. — The  following  cuts  give  th« 
pi'oper  forms  for  the  En-hook  on  straight  and  curved  stems, 
and,  in  fact,  for  all  the  small  hooks,  both  final  and  initial : 


NINETEENTH  WEITING  EXERCISE. 

380.  Tan,  tone,  dine,  June,  atone,  chin,  tine,  tune,  eaten, 
dawn,  done,  down,  pawn,  pain,  ban,  pen,  pine,  iodine,  pin,  pan, 
boon,  cone,  bone,  gown,  ebon,  kine,  akin,  cane,  gone,  keen,  ran, 
run,  again,  rain.  Yawn,  fan,  feign,  vine,  than,  fawn,  fun,  thine, 
van,  noun,  noon,  oven,  anon,  nine,  ocean,  shine,  earn,  none, 
shown,  wane,  iron,  men,  man,  wine,  win,  main,  moon,  hone, 
amen,  hewn,  moan  (mown),  loon,  lain,  line,  loan,  loin. 


TWENTIETH  READING  EXERCISE. 


116 


ART  OF   PHONOGRAPHY. 


i^ 


yjr^.^. 


THE  EN-HOOK.  117 

TWENTIETH  WRITING  EXERCISE. 

Token,  cheapen,  tureen,  talon,  turn,  tighten,  dudgeon, 
chicken,  outrun,  detain,  deepen,  domain,  pigeon,  pippin, 
demon,  deaden,  adorn,  deacon,  patten,  button,  baboon,  pagan, 
bygone,  bidden,  obtain,  beacon,  bam,  beaten,  kitchen,  cotton, 
corn,  cabin,  barren,  benign,  cocoon,  burn,  canine,  careen,  co- 
logne, urchin,  coffin,  region,  acumen,  gallon,  origin,  retain, 
ordain,  rattan,  redden,  ribbon,  repine,  rotten,  ripen,  reckon, 
earthen,  orphan,  yeoman,  ravine,  regain,  renown,  raven,  refine, 
thicken,  fern,  famine,  villain,  foreign,  thorn,  felon,  fatten, 
engine,  enchain,  inum,  uneven,  enjoin,  anodyne,  unknown, 
undone,  aspen,  remain,  women,  Roman,  unman,  urban,  shaken, 
awaken,  woolen,  mutton,  impugn,  muffin,  maiden,  imagine, 
madden,  marine,  lichen,  Latin,  machine,  legion,  malign,  liken, 
laden,  Alpine,  lighten,  layman,  leggin,  linen,  leven. 

Turban,  automaton,  demijohn,  juryman,  terrapin,  dolphin, 
tinman,  popgun,  puritan,  barytone,  pardon,  appertain,  pumpkin, 
Persian,  bargain,  octagon,  canon,  octoroon,  caravan,  Bushman, 
guillotine,  forenoon,  napkin,  escutcheon,  environ,  reordain, 
Vatican,  chaperon,  regimen,  morphine,  linden,  linchpin,  mar- 
rowbone, lampoon,  margin. 

TWENTY-FIRST  READING  EXERCISE. 


118 


ART  OF  PHONOGRAPHY. 


\/^ 


A>-> 


A>^ 


TWENTY-FIRST  WRITING  EXERCISE. 

Tannin,  tonnage,  attaining,  dining,  tuning,  tanto,  tanning, 
dawning,  atoning,  pansy,  opening,  candy,  banish,  county,  Dan- 
ish, pining,  canto,  paining,  canary,  rainbow,  yawning,  conic, 
runaway,  raining,  gainsay,  Rhenish,  finery,  feigning,  venom, 
fancy,  thinning,  finely,  fanning,  finish,  orange,  earning,  window, 
minute,  windy,  nunnery,  winch,  moaning,  winning,  arrange, 
handy,  honing,  loaning,  Hindoo,  lining,  linsey. 


THE  EN-HOOK. 


119 


Tenancy,  town-talk,  downfall,  punishing,  addendum,  tinfoil, 
poignancy,  township,  attainable,  bantam,  candle,  finishing, 
yawningly,  gondola,  banishing,  feigningly,  cantata,  finisher, 
mantilla,  manfully,  vanishing,  moonbeam,  mantle. 

Tightening,  tiiming,  deadening,  detaining,  cheapening,  turn- 
key, 'deadened,  japanning,  deepening,  poppinjay,  obtaining, 
burning,  deaconess,  beckoning,  piquancy,  potency,  buttoning, 
cadenza,  rejoining,  ripening,  reckoning,  reddening,  cabin-boy, 
repining,  retaining,  roughening,  regaining,  thickening,  en- 
Tenom,  ravening,  vacancy,  refining,  leavening,  laconic,  organic, 
likening. 

Down-town,  tontine,  dungeon,  tendon,  penman,  benzine,  can- 
teen, abandon,  pontoon,  canton,  condone,  Rhein-wine,  henbane, 
mundane,  nankeen,  moonshine,  condign,  pendente,  pantaloon. 

TWENTY-SECOND  READING  EXERCISE. 


120  ART  OF   PHONOGRAPHY. 

TWENTY-SECOND  WEITING  EXEECISE. 

Dan,  Doane,  Ben,  John,  Dean,  Jane,  Eden,  Vaughan,  Hahn, 
Ethan,  Aaron,  Allen,  Hayne,  Linn,  Ellen,  Tyrone,  Baden, 
Byron,  Pekin,  Bowdoin,  Chapin,  Sharon,  Farreu,  Ruben, 
Auburn,  Elgin  (g  hard),  Inman,  Canaan,  Nathan,  Newton, 
Oregon,  Milan,  Elgin  ((/  soft),  Logan,  Malone,  Macon,  Laban, 
Chapman,  Tilden,  Cochran,  Bergen,  Jonathan,  Bolton,  Bunyan, 
Tarrytown,  Babylon,  Marvin,  Neptune,  Morgan,  Camden,  Rari- 
tan,  Rubicon,  Martin,  Walton,  Canso,  Milton,  Monroe,  Arundel, 
Banning,  Denning,  Connor,  Manton,  Condon,  Denton,  Mon- 
mouth, Barnum,  Mendon,  Hancock,  Benton,  Winton. 

381.  En-hook  Abbreviations. —  The  following  abbre- 
viations contain,  the  en-hook : 


began  begin  begun  beneficial-ly  between  finaneial-ly 
general-ly  heaven  opinion  pecuniary  phonographer 
phonographic  phonography  republican         within 


LESSON  XXV. 
THE  EF  OR  VEE  HOOK. 


/ 


L 


\. 


^ 


382.  Either  /  or  v  may  be  added  to  any  straight 
stem  by  a  small  final  hook  turned  on  the  opposite  side 


THE  EP  OR  VEE  HOOK. 


121 


from  the  En-hook.  No  ambiguity  will  arise  from  this 
double  use  of  the  hook,  as  the  context  may  be  relied 
upon  to  show  which  consonant  is  intended.   Examples : 


chief 


\     ^     ^    ^    y^    \y 

deaf         pave         puff        cave         rough         turf 
chafl&ng     toughen     devote     define      paver     cover     referee 


.k-.-5^: 


deform,      poverty       bivouac      cavalry    periphery      cavern 

383.  Names  of  F  or  V  Hook  Stems.— The  names  of  the  Ef  or 
Vee  Hook  stems  are  as  follows :  Chef,  Jef,  Tef,  Def,  Pef,  Bef, 
Kef,  Gef  (G  hard,  as  in  gaff),  Ref. 

TWENTY-THIRD  READING  EXERCISE. 

^..^....^.....;<^..Z:.l?..,\;..,.^..^Ai 

^-t-^ lb:-  ^-4--.^--4-J,  i^ 


^^ 


^^■•v-^ 


■^•^-■>t 


122 


ART  OF  PHONOGRAPHY. 


I  I-  I- 


V 


k^ 


|>:i>"ls:i:^r'  \  xi^zj^:  ^ 


TWENTY-THIRD  WRITING  EXERCISE. 

384.  Puff,  chafe,  cough,  rife,  achieve,  beef,  dive,  cove,  rave, 
gaff,  tough,  arrive,  reef,  roof,  derive,  caitiff,  rebuff,  tariff,  be- 
reave, carafe,  outfit,  devout,  edified,  achieving,  typhoon,  de- 
votee, divide,  deafen,  typhoid,  tougher,  divine,  devisee,  devour, 
paving,  defer,  coffer,  diving,  puffery,  devise,  gopher,  caving, 
giver,  river,  revery,  reefer,  coughing,  rover,  refer,  roughly,  re- 
veal, raffle,  revile,  ruffle,  defeating,  juvenile,  devoting,  dove- 
tail, diverge,  daffodil,  adverb,  defining,  divinity,  dividing,  di- 
vinely, diphthong,  beverage,  refresh,  divining,  reflect,  covering, 
devourer,  revering,  revelry,  cavalcade,  riffraff,  rivalry,  refrain, 
recovery,  revolve. 

Dave,  Jeff,  Abiff,  Gough,  Jove,  O'Keefe,  Macduff,  Tiffin, 
Khedive,  Japheth,  Tiffany,  Devereaux,  De  Vinne,  Epiphany, 
Dover,  Baffin,  David,  Devine,  Keifer,  Dufferin,  McCaffery, 
Coverley,  Cavour,  Beverley,  McKeever. 

385.  Ef  or  Vee  Hook  Abbreviations. — The  following 
are  abbreviations  that  contain  the  Ef  or  Vee  Hook : 


THE  EF  OB  VEE   HOOK.  123 

before        develop      differ        endeavor       govern     refer-ence 
HOOKS  IN  PHRASE-WEITING. 

386.  Besides  the  use  of  the  hooks  to  represent  con- 
sonant-sounds in  writing  words  standing  alone,  they 
are  also  sometimes  employed  in  phrase- writing,  to 
indicate  one  or  more  entire  words. 

387.  N  Hook  in  Phrases. — The  words  an,  and,  and 
otmi  may  be  written  with  the  En-Hook. 

388.  F  or  V  Hook  in  Phrases.— The  words  of  and 
have  may  be  written  with  the  Vee-Hook. 

EXAMPLES  OF  N  AND  V  HOOK  PHRASES. 

■J  ....^„._..._    :s^   ..^L  _\._ 

at-an  if-an        in-an         off-and-on         out-of         pai-t-of 

6 


-br 


/  ...., 


to-have        could-have        which-have       who-have       I-have 

EXERCISES  ON  THE  EN  AND  EF  HOOKS. 

TWENTY-FOURTH  READING  EXERCISE. 


124 


ART  OF  PHONOGRAPHY. 


.:?:.T .7^. 3 


..TTJ.. 


X. 


-e- 


y- 


*^ 


V_  Vi. 


'n 


K. 
.^>. 


^>     /  -r , 


V) 


(  ■ 


r 


!^. 


c- 


L.^ 


^  ^ 


\^- 


1^-   ^-— -i--r- 


I  n:^ 


r 


L- 


.^ 


•  c  (• - 


^ 


EXERCISES  ON  THE  EN  AND  EF  HOOKS.         125 


(•.4..'7.^..^.|. /-^v^.K-.  ..■/:  K 

TWENTY-FOURTH  WRITING  EXERCISE. 

389.  To-morrow  evening  Benjamin  Bacon  and  Emeline  Beek- 
man  may  go  down  and  see  "  Jim  the  Penman."  Ethan  Allen 
and  John  Kane  have  gone  to  Maine  for  fun,  and,  may  be,  both 
will  catch  a  few  fine,  finny  fish.  Imagine  a  maiden  in  her  new 
cotton  gown  baking  cake  in  our  kitchen  oven.  John  Chapman 
came  within  one  of  being  run  down  by  a  big  engine.  An  un- 
known villain  ran  into  the  kitchen  and  took  a  muffin  and  one 
chicken  which  EUen  the  cook  had  laid  beneath  a  tin  pan. 
Heaven  help  us  if  at  high  noon  a  man  can  do  a  mean  thing  like 
that  and  yet  escape.  One  day  a  bee  laden  with  honey  came  in 
my  window,  where  I  had  candy  lying  handy.  I  may  take  up  my 
pen  and  endeavor  to  give  a  general  opinion  upon  our  public  men, 
both  Republican  and  Democratic.  They  differ  much  in  reference 
to  our  American  tariff.  Pardon  me  if  I  inform  you  that  one 
forenoon  in  January  or  June  Jonathan  Morgan,  the  barytone 
from  Tarrytown,  saw  your  coachman  carry  into  your  barn  a  big 
demijohn  of  gin  or  Bourbon.  John  Devereaux  should  refrain 
fi'om  taking  even  one  beverage  of  gin  or  wine.    David  Tiffany 


126  ART  OF  PHONOGRAPHY. 

and  John  Van  Buren  have  gone  down  to  Long  Beach  and  may 
arrive  before  one.  That  beef  was  tougher  than  anything  I  ever 
ate  before.  Many  men  from  Michigan  and  Oregon  come  to  New 
York  to  earn  money,  and  then  they  go  back  again.  Many  young 
men  and  yoimg  women  have  much  fun  bowling  in  my  tenpin 
alley.  Benjamin  Lyman  and  Nathan  Chapin  will  go  gunning  in 
Orange  County  in  November. 


LESSON  XXVI. 


THE 

SHUN 

HOOK. 

L 

b 

\i 

-v 

L 

b 

\) 

^ 

Cr 

G 

>o 

^s> 

C 

0 

'^ 

o> 

u 

0 

^ 

^^ 

p 


^J 


^n 


390.  The  syllable  slum  or  zhmi  may  be  added  to 
any  consonant-stem,  either  straight  or  curved,  by  a 
large  final  hook,  turned  on  the  Ef-hook  side  of  straight 
stems,  and  on  the  inner  side  of  curved  stems. 
Examples : 


option       auction        effusion       ovation       notion       Parisian 


v3      „, 


THE  SHUN  HOOK. 


127 


391.  In  the  common  orthography  these  syllables  are  written 
with  various  combinations  of  letters,  as  shown  in  the  following 
words:  na-tion,  tension,  fusion,  mission,  artesian,  opti-ctan, 
aashioH,  Fho-cion,  gen-tian,  etc. 

392.  Names  of  Shun-Hook  Stems.— The  names  of  the  Shun- 
hook  stems  are  as  follows :  Cheshun,  Jeshun,  T§shun,  Deshun, 
Peshun,  Beshun,  Keshan,  Gfishun  (g  hard  as  in  "gash"),  Eee- 
shun,  Elshun  (downward),  Yeshun,  Ithshun,  Dheshun,  Feshun, 
Veshun,  Neshun,  Ingshun,  Sheeshun  (upward),  Ishshun,  Zhe- 
shun,  Es-shun,  Zeeshun,  Ershun,  WSshun,  Meshun,  Heshun, 
and  Leeshun  (upward). 

TWENTY-FIFTH  READING  EXERCISE. 


\^     T- 


^ 


(^..:.l..  <-^  ^  ^'    ^t:>.,^,..^ 


M^  ^^  "-Vo  ^-^  U  -^^^ 

H  ^  ^-^  V-^-Y.^ 


128 


ART  OF  PHONOGRAPHY. 


TWENTY-FIFTH  WEITING  EXERCISE. 

393.  Action,  fusion,  unction,  passion,  vision,  fashion,  caution, 
nation,  ration,  Hessian,  occasion,  motion,  addition,  allusion, 
oration,  evasion,  emotion,  junction,  lotion,  adoption,  admission, 
delusion,  appellation,  petition,  adhesion,  attention,  education, 
apportion,  Caucasian,  irritation,  ignition,  coercion,  gumption, 
collation,  caption,  revision,  affection,  vocation,  violation,  elec- 
tion, Venetian,  allegation,  function,  negation,  animation,  as- 
sumption, irrigation,  notation,  ascension,  erection,  invasion, 
ambition,  logician,  elevation,  emersion,  temptation,  location, 
mention,  imitation,  derivation,  population,  abduction,  dicta- 
tion, abomination,  partition,  dimension,  academician,  corona- 
tion, redemption,  cognition,  rejection,  reparation,  injunction, 
illumination,  rendition,  formation,  elongation,  revocation, 
intimation,  navigation,  inundation,  invitation,  invention,  nomi- 
nation, limitation,  aspiration,  arithmetician,  locomotion,  addi- 
tionally, auctioneer,  additional,  optional,  visionary,  dictionary, 
emotional,  occasionally,  national,  notional. 

[Option,  potion,  auction,  cushion,  notion,  mission,  effusion, 
ovation,  erasion,  erosion,  in-ision,  omission,  elation,  elision, 
optician,  potation,  pension,  abolition,  aberration,  fiction,  fac- 
tion, evolution,  eviction,  mutation,  mansion,  magician,  tension, 
diffusion,  division,  devotion,  adulation,  adoration,  donation, 
diction,  libation,  elocution,  politician,  affectation,  machina- 
tion, tactician,  adaptation,  accumulation,  coagulation,  den- 
tition, defection,  diversion.] 


THE  TER  OR  THER  HOOK. 


129 


J 
J 


LESSON  XXVIL 


THE  TER  OR  THER  HOOK. 


J 


^ 
^ 


y^ 


394.  Either  of  the  syllables  Ur,  tor,  ture,  or  ther  may 
be  added  to  any  straight  stem,  by  a  large  final  hook, 
turned  on  the  En-hook  side. 

395.  Name.— This  hook  is  usually  called  the  "Ter-hook." 
39G.  There  is  uo  Ter-hook  on  curved  stems. 

397.  Names  of  Ter-hook  Stems.— The  names  of  the  Ter- 
hook  stems  are  as  follows :  Chetter,  Jetter,  Tetter  or  Tether, 
Better,  Petter  or  Pether,  Better  or  Bether,  Ketter,  Getter  or 
Gether,  and  Retter  or  Rether. 


TWENTY-SIXTH  READING   EXERCISE. 


.^■.£i"!,.i,..J'j-..^....x,-^...^...N;  ^ 


'> 


J.- 


130  ART  OF  PHONOGRAPHY. 

TWENTY-SIXTH  WRITING  EXERCISE. 

398.  Totter,  tutor,  debtor,  batter,  bather,  chatter,  tighter, 
daughter,  patter,  bother,  better,  pewter,  bitter,  cater,  gaiter, 
writer,  gather,  actor,  aecouter,  rather,  tartar,  chapter,  debater, 
Jupiter,  doctor,  barter,  porter,  capture,  rupture,  rector,  curator, 
rebutter,  picture,  elector,  nectar,  lecture,  na^-igator,  alligator, 
arbiter,  reporter,  factor,  embitter,  pattering,  caterer,  gather- 
ing, retribution,  bitterish,  cauterize,  rapturous,  catering,  cau- 
terization. 

399.  The  general  rule  for  the  position  of  words  consisting  of 
horizontals  followed  by  other  stems  (230)  —  which  requires  that 
when  an  outline  begins  with  a  horizontal,  but  is  followed  by  an 
upright  or  slanting  stem,  it  niust  be  so  written  that  the  upright 
or  slanting  stem,  rather  than  the  horizontal,  shall  stand  in  posi- 
tion—  is  not  always  followed  if  the  horizontal  has  a  large  final 
hook.  Especially  is  this  the  ease  in  writing  certain  derivatives, 
which  are  allowed  to  follow  the  positions  of  their  primitives. 
See  the  words  occasional,  national,  notional,  emotional,  caterer, 
etc.,  in  the  last  two  reading  exercises.  A  strict  observance  of 
the  rule  as  to  such  outlines  would  hinder  the  writer. 

400.  Shun  and  Ter  Hook  Abbreviations. — The  follow- 
ing are  abbreviations  which  contain  the  Shun  and 
Ter  hooks: 

generation  objection  recollection  publication 

representation  revolutionary  altogether 

401.  Ther-Hook  in  Phrases. — The  words  there,  their, 
and  other  may  be  written  with  the  Ther-hook.  Ex- 
amples : 

^     A ^. .iz...._.J>... 

but-there         at-their        each-other         can-there        by-their 


EXERCISES  ON  THE  SHUN  AND  TER  HOOKS.     131 


EXEKCISES  ON  THE  SHUN  AND  TER  HOOKS. 

TWENTY^SEVENTH  BEADING  EXEECISE. 


^_Cv 


/V 


V 


^1,  ^  J,. 


V ,^ 


y-2''^-..^ 


\  ^ 

.  1 


■(^^ 


132  ART  OP  PHONOGRAPHY. 


TWENTY-SEVENTH  WEITING  EXERCISE. 

402.  The  violation  of  law  will  ever  be  an  irritation  and  an 
abomination  to  our  better  population.  To  my  recollection  I 
never  had  an  objection  to  that  publication.  I  take  occasion  in 
my  own  fashion  to  mention  that  a  navigator  may  know  naviga- 
tion and  yet  be  lacking  in  invention  and  gumption.  My  daughter 
was  in  rapture  at  a  picture  by  Martha  Canning,  her  tutor,  for 
whom  she  had  much  affection.  The  big  alligator  in  that  loca- 
tion will  rather  bother  the  poor  bather  before  long.  A  nomi- 
nation may  be  followed  by  election  or  rejection  —  never  by 
coronation.  I  had  an  invitation  from  an  academician,  who  was 
also  a  doctor  and  a  logician,  to  a  collation  and  an  illumination 
on  a  lawn  on  an  elevation;  but  pattering  rain  and  fear  of  an 
inundation  led  to  our  remaining  at  home.  The  rector,  the 
curator,  the  lecturer,  the  caterer,  and  "  Tom  the  Tartar"  had  a 
rupture  which  I  think  did  much  to  embitter  the  feeling  of  the 
writer  —  so  I  gather  from  a  reporter.  The  action  of  our  Legis- 
lature was  altogether  too  revolutionary  for  our  generation. 


INITIAL  HOOKS.  133 

LESSON  xxvm. 

INITIAL  HOOKS. 

403.  As  we  already  know,  every  straight  stem  has 
four  initial  hooks,  and  every  curved  stem  has  two. 

404.  Vowels  and  Initial-Hook  Stems. —  Vowel-signs 
written  to  initial-hook  stems  are  read  the  same  as  if 
the  stems  were  simple.  That  is,  if  placed  before  the 
stem,  the  vowel  is  read  before  both  stem  and  hook ; 
if  placed  after  the  stem,  it  is  read  after  both  stem  and 
hook.  Note  that  this  rule  is  different  from  the  one 
for  vowels  following  final-hook  stems  (371). 

THE  LIQUIDS  "L"  AJTD  "R." 

405.  When  the  consonant  ?  or  r  is  pronounced  directly  after, 
and  in  the  same  syllable  with,  another  consonant,  it  unites  or 
blends  with  that  preceding  consonant  in  such  a  way  that  the 
two  form  a  sort  of  double-consonant,  the  elements  of  which  are 
uttered,  as  it  were,  by  a  single  effort  of  the  voice ;  as  in  the 
words  play,  pry,  tree,  claw,  crow,  blow,  brow,  glow,  grew,  flay, 
fry,  throw,  shrew,  caper,  feeble,  rumor,  favor,  evil,  tunnel,  etc. 

406.  Why  called  LiC[Uids. — Owing  to  the  fact  that  these 
consonants  possess  this  peculiar  flowing  character,  they  are 
commonly  called  "Liquids."    ^ 

INITLA.L  HOOKS  FOR  EL  AXD  ER. 

407.  Now,  Phonography  provides  a  suitable  and  very  brief 
way  of  writing  these  quickly  uttered  double-sounds,  by  means 
of  compound  characters,  composed  in  each  case  of  the  stem  of 
the  first  consonant  of  the  pair  and  a  hook  joined  at  the  begin- 
ning of  the  stem.     Hence  the  following: 

408.  General  Rule. —  Either  I  or  r  may  be  added 
after  any  consonant-stem  by  commencing  such  stem 
with  a  hook. 


134 


ART  OF  PHONOGRAPHY. 


EL  AND  ER  HOOKS  ON  STRAIGHT  STEMS. 


n 
n 


409.  Specific  Rule. —  Either  I  or  r  may  be  added  to 
any  straight  stem,  to  be  read  after  it,  by  a  small 
initial  hook,  written  as  follows : 

I.  For  I,  turned  on  the  same  side  as  the  Ef-hook. 

II.  For  r,  turned  on  the  same  side  as  the  En-hook. 

410.  Mnemonic  Phrases. — This  rule  may  be  recalled,  in 
two  respects,  by  the  mnemonic  phrases  "  LauGH  and  RuN," 
"gLoVe  and  cRowN."    The  latter  phrase  is  also  illustrative. 

411.— The  Diagrams  of  the  Hands.— By  holding  up  the 
Left  hand  before  us,  and  bending  the  end  of  the  first  finger,  we 
get  the  L  hook.  By  holding  up  the  Right  hand,  and  bending 
the  first  finger  in  the  same  way,  we  get  the  R  hook. 

412.  The  following  examples  illustrate  the  use  of  the  El  and 
Er  books,  and  show  them  in  contrast  with  each  other : 


•\ ->- 


•     > 

plea     pry       ugly       agree        clue       gray        apply       ably 
prayer         breath       globe         betray       voucher      teacher 


EL  AND  ER  HOOKS  ON  STRAIGHT  STEMS.        135 

topple      robber      joggle      richer       regal       rigor      ladder 

413.  Imperfect  Hooks. — When  hooks  occur  in  the  middle  of 
outlines,  it  is  not  always  possible  to  shape  them  perfectly. 
Sometimes  the  tip  of  one^stem  will  form  a  part  of  a  hook  on 
another  stem ;  and  at  other  times  a  mere  offset  or  shoulder  will 
be  aU  that  can  readily  be  indicated  as  constituting  a  hook. 
Examples : 

.-^-  ^-  .^ ^-   ^     V   .^. 

rabble       joker     riddle       euchre       ladle       escrow      needle 
TWENTY-EIGHTH  READING  EXERCISE. 

-^...Z).IL^j^.^  -7  . 

tiz:  jut:  ^-^  .^^^^^..^^L^. 


136 


ART   OF   PHONOGRAPHY. 


Vi,..X^.^.Lr:r.."n^ ..- 


^^ 


^  v^.,:-./.^....4_.,:_)r:...X.^^^ 

..g--'^ ,  -v^ or::  r\  rA 


^-^--x::^-}^ 


.V-.^..^.^..V^^N3'V0.... 


EL  AND  ER  HOOKS  ON   STRAIGHT   STEMS.         137 

_^,-^....<::^....rN>  lli_^_._  j    y 

TWENTY-EIGHTH  WRITING  EXERCISE. 

414.  Blow,  pray,  clay,  play,  brew,  crow,  grew,  tree,  able,  glue, 
tray,  eagle,  Troy,  apple,  outer,  addle,  acre,  odor,  adder,  auger, 
prime,  Brady,  plum,  Plato,  pledge,  pretty,  plague,  brag,  April, 
blush,  prairie,  bring,  trial,  utterly,  trashy,  trash,  trophy,  truly, 
truck,  Tracy,  troth,  tribe,  drop,  drowsy,  crape,  crumb,  dream, 
drag,  climb,  club,  drouth,  cloth,  crawl,  Clara,  crutch,  creek,  cloak, 
clutch,  clear,  crazy,  clog,  glassy,  crag,  gleam,  Greeley,  clung, 
groom,  gravy,  grog,  Greek,  blemish,  proxy,  prolong,  property, 
tropic,  drank,  critic,  clothing,  Clark,  triumph,  brunette,  clinch, 
prolific,  aggregate,  gravity,  promenade,  Greenwich,  eclectic, 
jobber,  Bible,  pebble,  toper,  chapel,  table,  paper,  double,  baker, 
couple,  cackle,  curl,  kicker,  buckle,  dicker,  keeper,  girl,  thicker, 
vocal,  fiber,  vicar,  fable,  thickly,  Yeager,  unable,  sugar,  neigh- 
bor, shackle,  arbor,  Oscar,  gnarl,  arable,  wader,  Walker,  employ, 
model,  waddle,  weekly,  wager,  madder,  ember,  Mitchell,  maker, 
label,  major,  moral,  meekly,  meager,  labor,  liquor,  laurel,  legal, 
local,  lager,  patrimony,  autocratic,  impromptu,  phonography, 
orthography,  proper,  gambling,  Cambridge,  electric,  broader, 
bridal,  trouble,  broker,  trickle,  cracker,  trigger,  crackle,  Blucher, 
proclaim,  brokerage,  applicable,  improper,  progi"am,  embroider, 
tragical,  cradle,  tremble,  brain,  plain,  clean,  apron,  crown, 
blown,  groan,  prove,  glen,  bluff,  brief,  cliff,  glove,  crave,  ab- 
rasion, Grecian,  oppression,  accretion,  traitor,  platter,  crater, 
blotter,  Dublin,  unclean,  decline,  Chaplain,  embrown,  reprieve, 
chagrin,  improve,  traffic,  impression,  plunge,  grantee,  plenty. 
Browning,  blacken,  bromine,  planing,  tribune,  training,  appli- 


138  ART  OF  PHONOGRAPHY. 

cation,   Croton,    attraction,   Brooklyn,   Cragin,    Breckenridge, 
Clayton,  Brighton,  imperfection. 


LESSON  XXIX. 
EL  AND  ER  HOOKS  ON  CURVED  STEMS. 


^r 

cc 

^^ 

rr 

C( 

,<^^ 

Jj 

oo 

"^"A 

e 


J  J      0  )       <^">     <r- 


415.  Rule  for  El  and  Er  Hooks Either  Z  or  r  may 

be  added  by  initial-books  to  any  curved  stem,  to  be 
read  after  it,  in  the  following  manner: 

I.  For  Z,  a  large  initial-hook. 
n.  For  r,  a  small  initial-hook. 
Examples : 

-^ -^--     A  ...(L ^(or^ C!^ 

fly  fry       Ethel        through        either         honor        only 

^      ^     C^^    'ii^      _i^..      4^       £>^: 

error      oral      flame     frame       channel      tenor      laughingly 

416.  Hooks  Joined  Together. — In  a  few  instances  it  is 
found  convenient  to  join  two  hooks  together,  as  shown  in  the 
last  six  outlines  of  the  following  reading  exercise.  When  the 
hooks  are  joined  without  an  angle,  as  in  writing  the  word  coni- 


EL  AND  ER  HOOKS  ON  CURVED  STEMS.    139 

cal,  more  care  is  required  to  form  the  hooks  properly,  and  the 
pen  must  move  less  rapidly,  than  in  writing  a  word  like  ranger, 
in  which  there  is  a  sharp  angle  at  the  junction  of  the  hooks. 

TWENTY-NINTH  BEADING  EXERCISE. 

CX-^t (^.....^..^...^.•.^. 


140  ART  OF  PHONOGRAPHY. 

V  -^  ..r-7-.„.^..  ^  ..^  .^v 

^  Qi  ."^.^  c-  .^^:,i  (|.  ..^1^ 

TWENTY  NINTH  WRITING  EXEECISE. 

417.  Flow,  offer,  fro,  evil,  awful,  every,  usher,  author,  shrew, 
ether,  easel,  azure,  easily,  fresh,  flap,  flood,  Friday,  flash,  thrive. 
flock,  throb,  throng,  frog,  Africa,  throughout,  flower,  frail,  en- 
ergy, shriek,  flung,  freely,  asleep,  enrich,  shrub,  Florida,  Islam, 
flange,  Fleming,  French,  flourish,  flurried.  Flushing,  frailty, 
joyful,  flagging,  Jaffray,  frolic,  afflict,  tunnel,  banner,  dinner, 
panel,  bushel,  defray,  tanner,  pusher,  piously,  kingly,  Palmer, 
kennel,  calmer,  rhymer,  thinly,  calmly  rashly,  thinner,  shovel, 
finer,  enamel,  shiver,  favor,  final,  enamor,  mainly,  measure, 
manner,  lawful,  lonely,  lover,  winner,  woeful,  usury,  humor  (if 
pronounced  *  ii'mor ' ;  but  when  pronounced  '  hii'mor,'  it  belongs 
to  a  future  exercise),  waiver,  weevil,  flatten,  wafer,  flinger, 
wisher,  Henry,  threaten,  freeman,  ownership,  fraction,  frighten, 
fracture,  ascertain,  deflect,  plainly,  clamor,  travel,  pleasure, 
plainer,  lovingly,  trifle,  briefly,  crucial,  flavor,  flowingly,  drizzly, 
shrivel,  flannel,  approval,  freshly,  grammar,  freckle,  floral, 
primer  frugal,  glacial,  framer,  frown,  shrine,  flown,  throne, 
Devlin,  enshrine,  financially,  dethrone,  financial,  ranger,  con- 
jure, differential,  mechanical,  granger,  conical. 

418.  The  Names  ot  the  El-Hook  Steins  are  as  follows: 
Chel,  Jel,  Tel,  Del,  iPel,  Bel,  Kel,  Gel  (g  hard),  Reel,  El'l,  Yel, 
Thel  or  Ith'l,  Dhel,  Fel,  Vel,  Nel,  Ing'l,  Sheel,  Ish'l,  Zhel,  Es'l, 
Zel,  Erl,  Wei,  Mel,  Hel,  Leel.     The  names  of  El-hook  stems. 


INITIAL  HOOKS.  141 

which  also  have  final  hooks,  as  the  outlines  of  dean,  blown, 
bluff,  blotter,  flown,  etc.,  are  formed  thus:  Klen,  Blen,  Blef, 
Blotter,  Fleu,  etc. 

419.  The  Names  of  the  Er-Hook  Stems  are  as  follows :  Cher, 
Jer,  Ter,  Der,  Per,  Ber,  Ker,  Ger  (g  hard),  Reer,  El'r,  Yer, 
Ther  or  Ith'r,  Dher,  Fer,  Ver,  Ner,  Ing'r,  Sheer,  Ish'r,  Zher, 
Es'r,  Zer,  Er'r,  Wer,  Mer,  Her,  Leer.  The  names  of  Er-hook 
stems,  which  also  have  final  hooks,  as  the  outlines  of  brain, 
brief,  crave,  Grecian,  traitor,  etc.,  are  formed  thus:  Bren,  Bref, 
Krev,  GrSshun,  Tretter,  etc. 


LESSON  XXX. 

WAY  AND  YAY  HOOKS  ON  STRAIGHT  STEMS. 

420.  The  sound  of  either  Way  or  Yay  may  be 
added  to  any  straight  stem,  so  as  to  be  read  after  it, 
by  a  large  initial  hook,  written  as  follows : 

I.  For  Way,  turned  on  the  same  side  as  the  El-hook. 

n.  For  Yay,  turned  on  the  same  side  as  the  Er- 
hook, 

Examples : 


tweak       quill      quasi       guava       twain      dwarf      inquire 

421.  The  Yay-hook  is  only  used  in  phrase-writing;  and  then 
not  as  an  elementary  sign,  like  the  Yay-stem,  but  to  represent 
entire  words.    Its  use  will  be  explained  under  Phra^eograpJi)/. 

422.  Names  of  Way-hook  Stems.— These  stems  may  be 
named  by  inserting  the  sound  of  Way  into  the  names  of  the 
respective  simple  stems,  thus,  Twee,  Dwee,  Pwee,  Bwee, 
Kway,  Gway,  etc. 


142  ART  OF   PHONOGRAPHY. 

THIRTIETH  READING  EXERCISE. 


^ 


■^ 


THIRTIETH  WRITING  EXERCISE. 

423.  Twill,  twig,  dwell,  quo,  quiet,  tweed,  quota,  twang, 
quip,  query,  quoth,  quell,  quag,  equal,  quick,  quash,  queer, 
guava,  quire  (choir),  aquatic,  qualm,  quarto,  quirk,  Guelph, 
quench,  quorum,  equipage,  twelve,  Edwin,  Gwynn,  equator, 
twine,  quaff,  queen,  twitter,  twin,  equation,  twenty,  quiver, 
quotation,  quinine,  quinsy,  aquiline,  twinge,  twaddle,  quibble, 
quaker,  queenly,  quickly,  quarrel,  twirl,  Puebla,  iniquity, 
inquiry,*  equitable,  require,  bequeath,  anguish,  quadruple, 
unequal,  liquid. 


INITIAL  HOOKS.  143 

424.  Initial  Hook  Abbreviations.    Each  of  the  fol- 
lowing abbreviations  contains  an  initial  hook : 

■^ v--^ ^     "^    "^  ■/■- 

already    belief -ve  belong  brethren  brother   capable  children 

^—  _   -f-J      1       ^   ./ 

collect    correct    degree    deliver      Dr.     during    dwell     Jr. 
language    larger    Mr.   number    people    practicable   practical 

---   •■%•    -y-  ^-  ^  ■  --/■ 

practice    prineipal-le    privilege  probable-y    qualify    religion 

425.  El-Hook  in  Phrases The  words  all  and  will 

may  be  written  with  the  El-hook. 

426.  Er-Hook  in  Phrases. —  The  words  are,  our,  and 
or  may  be  written  with  the  Er-hook. 

Examples : 

..L...r....^.  c      /  ....^_'::h-..r. 

at-all  it-will  for-all  they-will  whic'h-are  you-are  by-our  on-or 


LESSON  XXXI. 

SPECIAL  VOCALIZATION. 

427.  An  ordinary  vowel-sign  placed  after  a  stem 
with  an  initial  hook  is  read  after  both  stem  and  hook. 
Hence  it  follows  that  in  writing  such  words  as  toil, 
tire,  pail, power,  etc.,  in  which  there  is  a  distinct  vowel- 


144  ART   OF  PHONOGRAPHY. 

sound  between  the  consonants,  tlie  hook  cannot  be 
used,  and  the  outline,  to  be  capable  of  being  vocal- 
ized, must  be  formed  of  stem-signs. 

428.  And  yet  it  has  been  found  so  convenient  to 
sometimes  deviate  from  this  rule,  and  to  occasionally 
resort  to  initial  hooks,  even  when  there  is  an  inter- 
vening vowel-sound,  that  a  scheme  of  "  Special  Vocal- 
ization" has  been  provided,  by  means  of  which  it  is 
possible  to  indicate  vowel-sounds  which  are  to  be  read 
between  a  stem  and  its  initial  hook.    It  is  as  follows: 

I.  Dot-vowels  are  written  with  very  small  circles, 
placed  in  their  proper  positions,  first,  second,  and 
third,  at  the  side  of  the  initial-hook  stem.  It  is  im- 
material on  which  side  of  the  stem  the  circle  is  placed, 
as  it  can  be  read  nowhere  else  than  between  the  stem 
and  its  hook.  But  it  will  add  to  legibility  to  observe 
the- following  rule:  Place  the  vowel-circle  before  the 
stem  to  denote  the  long  vowels  ah,  a,  e,  and  after  the 
stem  for  the  short  vowels  d,  e,  i.  When,  however,  it 
is  not  convenient  to  make  this  distinction,  the  circle 
may  be  placed  at  either  side  of  the  stem,  indiscrim- 
inately, to  indicate   either  a  long  or  a  short  vowel. 

II.  Dash-vowels  and  Diphthongs  are  written  with  their 
ordinary  signs,  and  in  their  usual  positions,  but  are 
struck  across  or  at  the  end  of  the  initial-hook  stem. 

Examples : 

ear      care      Yale      tell        shear        till       yarn        cheerful 
call    roll      null       wool       wire    yowl    cure      learn     warn 


SPECIAL  VOCAUZATION. 
THIETT-PIEST  READING  EXERCISE. 


145 


% 


v^    'O^     '^_^. 


THIETY-FIRST   WRITING  EXERCISE. 

429.  Term,  cherish,  shell,  church,  more,  charcoal,  adjourn^ 
mere,  George,  share,  wall,  sheriff,  yawl,  York,  shore,  work, 
marshal,  asylum,  shelf,  mark,  harm,  sure,  mourn,  full,  morn- 
ing, attorney,  hark,  valve,  roller,  lurch,  curb,  warm,  furnish, 
volume,  college,  mortgage,  colonel,  torture,  carbon,  endure, 
murmur,  harbor,  normal,  galvanic,  tolerable,  Harlem,  termina- 
tion, journal,  impair,  Delaware,  empire,  telegraph,  sharpen, 
New  Jersey,  paragraph,  railroad,  rollcall,  marble,  charmingly, 
relish,  nourishing,  warble.  Harper,  Norway,  Fulton,  Norwich. 

0 


146  ART  OF  PHONOGRAPHY. 

LESSON  XXXIL 
PLURAL -VOWEL  SIGNS. 

430.  In  a  previous  lesson  (XIII)  directions  were  given  for 
writing  the  signs  of  Concurrent- Vowels,  by  placing  their  sepa- 
rate or  individual  signs  at  different  distances  from  consonant- 
stems.  There  are,  however,  certain  groups  of  vowels,  of  quite 
frequent  occurrence,  in  which  one  element  is  always  the  short 
vowel  t,  for  which  special  signs  are  provided,  each  of  which  re- 
presents a  single  group.  Some  of  these  signs  stand  for  two 
vowels,  and  others  for  three  vowels ;  hence  they  are  called 
"  Plural- Vowel  Signs."  The  double-vowel  sounds  differ  from 
the  sounds  of  the  diphthongs,  i,  oi,  ow,  and  EW,  in  having  a  less 
intimate  connection  of  their  elements.  A  diphthong,  like  a 
simple  vowel,  is  always  sounded  fn  one  syllable ;  while  a  double- 
vowel  is  divided  into  two  syllables.  Compare  na-ive-te  with 
knife-edge,  and  jaw-ing  with  joy. 

431.  The   Two- Vowel  Signs  are  composed  of  two  breves,- 

joined  so  as  to  form  acute  angles,  similar  to  the  signs  of  the 
diphthongs  I,  01,  and  EW,  as  shown  in  the  table  below.  That  is, 
double-sign  No.  1  (a-i)  is  the  mate  in  form  and  in  sound  of  ele- 
ments of  the  diphthong  ^i  i;  No.  10  (a-i),  of  the  dipthong  *"• 
OI ;  while  Nos.  14  and  15  (i-o  and  i-u)  are  like  the  diphthong- 
sign  ^1  EW  (i-<56),  except  that  they  are  not  put  in  the  same 
vowel-position.  Nos.  2  and  3  are  like  No.  1,  except  also  as  to 
position;  and  Nos.  4,  5,  and  6  are  the  reverse  in  the  order  of 
sounds  and  in  form  of  sign  of  Nos.  1,  2,  and  3.  Nos.  7,  8,  and  9 
are  the  same  as  4,  5,  and  6,  except  that  the  second  element  of 
each  is  short,  for  which  reason  the  second  breve  of  the  signs  is 
made  light.  Signs  that  represent  all  dot-vowel  sounds  open 
either  upward  or  downward  (see  signs  1  to  9  inclusive  in  first 
line  of  table) ;  and  signs  which  stand  for  groups  one  element  of 
which  is  a  dash-vowel,  open  either  rightward  or  leftward  (see 
signs  10  to  15  in  second  line  of  table). 


PLURAL-VOWEL  SIGNS. 


147 


432.  The  Three- Vowel  Signs  are  formed  by  joining  a  light 
breve,  either  finally  or  initially,  to  the  diphthong-signs,  to 
represent  the  short  vowel  i  (see  signs  16  to  22  in  third  line  of 
table). 

TABLE  OF  PLUBAL  VOWEL  SIGNS. 

12  3  456789 


i-e 


10 


tA 


16 


l-i 


11 


12 


13 


6-i 


o-i 


17 


OI-l 


18 
ow-i 


19 


20 


14 


i-<5 


21 


15 


22 


433.  Horizontal  Signs  Inclined. — The  horizontal  plural- 
signs,  for  greater  ease  in  writing,  may  be  inclined  a  little  towards 
the  slant  of  the  stems  Chay  and  Ree ;  thus     l_^    drawing,   _^ 
showy,    ^/T  folio,  /S..  boyish. 

434.  License  in  Use  of  Plnral  Signs.— As  a  rule  the  plural- 
signs  are  intended  to  represent  groups  of  vowels  in  which  there 
is  the  constant  element  ».  And  yet  they  may  sometimes  be  used 
with  safety  and  advantage  for  groups  which  have  some  other 
imaccent€d  short  vowel  in  place  of  the  i ;  as  in  the  words  mayor 
(No.  2),  theater  (No.  3),  lago  (No.  4),  Xoah  and  Owen  (No.  11), 
vial  and  viol  (No.  16),  vowel  and  avowal  (No.  18),  fuel  (No.  19), 
et.e.  So,  too,  in  a  plural  sign,  the  breve  for  t  may  also  stand 
for  the  long  vowel  e,  as  in  using  No.  5  for  e-d  in  creator,  No.  7 
for  e-d  in  theatrical,  No.  13  for  e-6  in  geometrical,  No!  14  for  e-d 
in  theology,  etc. 

435.  Usefulness  of  the  Plural  Signs.— The  phonographer 
will  find  all  of  the  plural  signs  given  in  the  table  very  useful  at 
times,  and  so  should  thoroughly  memorize  them  all,  and  keep 
them  in  daily  practice.  No.  7  is  especially  valuable  in  writing 
many  words  derived  or  adapted  from  the  Latin. 


148 


ART   OF  PHONOGRAPHY. 


THIRTY-SECOND 

^ ^_^, 


READING  EXERCISE. 


PLURAL-VOWEL  SIGNS. 


THIRTY-SECOND  WRITINa  EXERCISE. 


436.  Laity,  naivete,  grayish,  aye  (yes),  deity,  haying,  voltaic, 
reiteration,  opiate,  deviation,  radiator,  ^neid,  lago,  radiation, 
aviary,  mediation,  retaliation,  mediator,  pronunciation,  Asia, 
minutias,  area,  deviate,  Arabia,  Julia,  ammonia,  piano,  India, 
Assyria,  Amelia,  piazza,  alluvial,  zodiac,  Bolivia,  myriad,  pneu- 
monia, regalia,  mammalia,  menial,  Persia,  Oceanic,  lineal,  ma- 
niac, Victoria,  Indian,  effluvia,  Armenian,  ruffian,  collegian, 
Pontiac,  librarian,  Philadelphia,  easier,  California,  Marietta, 
Columbia,  foliage,  laureate,  assiento,  barrier,  acquiesce,  lin- 
eage, requiem,  buoy,  doughy,  babyish,  showy,  thawing,  vary- 
ing, billowy,  Louis,  bruin,  shadowy,  ratio,  olio,  Louisiana, 
folio,  Mercutio,  tapioca,  nuncio,  punctilio,  braggadocio,  On- 
tario, amelioration,  anterior,  onion,  idiom,  Gideon,  periodic, 
Ethiopia,  million,  medallion,  rebellion,  pinion.  Napoleon,  cham- 
pion, pavilion,  espionage,  alluvium,  odium,  omnium,  opium, 
encomium,  millennium,  genii,  premium,  Honeoye,  Fabii,  vying, 
boyish,  dewy,  ambiguity,  crying,  annuity,  allowing,  Noah, 
fuel,  Owen,  dial,  vowel,  mayor,  Joel,  dower,  viol,  geography, 
archaeology. 


150  ART  OF  PHONOGRAPHY. 

LESSON  XXXIIL 

MODIFIED   STEMS. 

437.  Definition. —  A  stem  is  said  to  be  "modified" 
when  it  is  made  either  one-half  its  ordinary  length 
or  twice  its  ordinary  length. 

438.  Shortening  Principle. — Halving  the  length  of  a 
stem  to  add  something  to  its  signification,  is  called 
the  "  Shortening  Principle." 

439.  Lengthening  Principle. — Doubling  the  length  of 
a  stem  to  add  something  to  its  signification,  is  called 
the  "  Lengthening  Principle." 

440.  Order  of  Reading — Consonant  sounds  that  are 
added  to  any  stem  by  means  of  either  principle  of 
modification,  Shortening  or  Lengthening,  are  always 
read  after  the  stem  and  its  vowel-signs,  and  after  its 
final-hook,  if  it  have  one.  It  is  the  very  last  part  of 
the  word  to  be  sounded, 

441.  Hence,  if  a  word  ends  with  a  vowel-sound,  its 
outline  cannot  terminate  with  a  modified  stem.  (See 
372.)  For  the  sake  of  brevity,  a  few  exceptions  to 
this  rule  are  allowed,  as,  for  instance,  in  the  outlines 
of  the  words  liberty,  quality,  equality,  etc.,  and  occa- 
sionally in  writing  the  termination  hilify. 

442.  Vowel-Places  on  Modified  Stems.— Three  places  are 
assumed  for  the  vowel-signs  in  connection  with  modified  stems, 
in  the  same  manner  as  when  they  are  of  the  ordinary  length 
(91) ;  that  is,  (1)  at  the  side  of  the  beginning,  (2)  at  the  side  of 
the  middle,  and  (3)  at  the  side  of  the  finish.  Therefore,  it  fol- 
lows that  with  shortened  stems  the  vowel-places  are  only  half 
the  usual  distance  apart ;  while  with  lengthened  stems  they  are 
twice  that  distance  apart. 


SHORTENING  PRINCIPLE.  151 

SHORTENING  PRINCIPLE. 

443.  T  or  D  Added  by  Halving — Either  <  or  df  may 
be  added  to  any  stem,  straight  or  curved,  simple  or 
hooked,  by  making  it  half  its  ordinary  length. 

444.  The  Names  of  the  Shortened  Stems  are  Chet  or  Ched, 
Jet  or  Jed,  Tet  or  Ted,  Det  or  Ded,  Pet  or  Ped,  Bet  or  Bed, 
Ket  or  Ked,  Get  or  Ged,  Ret  or  Red,  Elt  or  Eld,  Yet  or  Yed, 
Thet,  Thed,  or  Itht,  Dhet  or  Dhed,  Fet  or  Fed,  Vet  or  Ved,  Net 
or  Ned,  Ingt,  Sheet,  Isht,  Zhed,  Est,  Zed,  Ert  or  Erd,  Wet  or 
Wed,  Met  or  Med,  Het  or  Hed,  and  Leet  or  Leed;  Ghent, 
Tend,  Bent,  Rent,  Fend,  Vent,  Nent,  Essent,  Ernd,  Mend, 
Lent,  Peshunt,  Feshund,  Enshunt,  Chetterd,  Betherd,  Plet, 
Gled,  Tred,  Bred,  Flet,  Fred,  Nerd,  Lerd,  Plent,  Trend, 
Frend,  etc. 

Examples : 

Tee   Tet  Kay  Ket  Ef   Fet   Ing    Ingt  Den  Dent  Ven   Vent 

Per  Pret    Vel  Velt    Plen  Plent    Tren  Trent    Fren  Frent 

445.  Order  of  Reading  Vowel-Sign. — A  vowel-sign 
placed  after  a  shortened  stem  is  read  before  the 
added  t  or  d  (441). 

Examples : 

^     ^  **      <^        •  V 

coat  fight  oft  hut   gaunt  dived  fund  cautioned  gathered  blood 

N      or    C-      ^  ...^...    \-  3-         ^    ..., ^.... 

braid  float  fret  shirt  twit  planed  drained  bluffed  drift  clattered 

446.  Hooks  made  Smaller. — All  of  the  hooks,  both  large 
and  small,  when  added  to  shortened  stems,  should  be  made 


152  ART  OF   PHONOGRAPHY. 

considerably  smaller  than  the  corresponding  hooks  on  full  length 
stems  (471).  But  the  general  proportion  between  the  two  sizes 
should  still  be  retained  (366). 

447. — Positions  of  Shortened  Stems The  positions  of 

half-length  horizontal  stems  are  the  same  as  the  posi- 
tions of  full-length  horizontals  (144-146). 

448.  The  positions  of  half-length  upright  or  slanting 
stems  are  shown  in  the  cut  below,  and  are  as  follows : 

First  Position. — Half  the  length  of  a  Tee  above 
the  line. 

Second  Position, — On  the  line. 

Third  Position. — Entirely  below  the  line. 

/    >    ^   ^V    ^  ■  J    ^  ^ „..l. 

— .,..--         «  o>      \,      ^    r>    ^ 


THIRTY-THIRD  READING  EXERCISE. 


/•    /v  /^        I"    r    1^   i"- 


\- .\.>.  ...v 


V  V     V 


^< 


'^. ^"  ^.:s..vi 


c    e    C:     -^  /^  /^  ^ 

Ci     C> <j^ 


V\  —V  ^-^  <—\  /~\ 

,  J  '       -V  •  «  V 

>-s  ^-s   ^-s  r-  I      . 

•  >  •  • 

•<    •\^    .V    .V     ..    •)•    T   .-^.  .    ^  ._ 


\    \     v^ 


SHORTENING  PRINCIPLE.  153 

THIRTY-THIRD   WRITING  EXERCISE. 

449.  Chide,  etched,  chat,  jot,  Choate,  tight,  doubt,  debt,  died, 
date,  jet,  deed,  taught,  pate  or  paid,  bat,  put,  boat,  cat,  kite, 
ached,  act,  aped,  beet  or  bead,  caught,  cut,  boot,  Kate,  cute, 
get,  good,  rate,  yacht,  fate,  fat,  got  or  God,  goat,  wrought, 
thought,  root,  aft,  gout,  feet,  vied,  gnat,  night,  ant,  net,  foot, 
vowed,  vat,  naught,  aunt,  ain't,  end,  not,  viewed,  note,  shut, 
oozed,  wit,  might,  aimed,  inked,  East,  art,  mat,  mate,  met,  wait, 
Mott,  neat,  iced,  meat,  hot,  heat,  light,  let,  hat,  height,  hit,  late, 
hate,  mute,  lieat  (bet),  aged,  abbot,  abed,  added,  about,  edit, 
ahead,  omit,  abut,  asset,  await,  Emmet,  eyesight,  emit,  evade. 

LESSON  XXXIV. 
SHORTENING  PRINCIPLE  (continued). 

450.  Ambiguity  Prevented  by  Context. — Although  the 
shortening  principle  is  used  to  add  both  t  and  d  to 
stems,  it  is  not  indiscriminately  so  employed.  As  a 
rule  no  ambiguity  will  arise  from  this  double  use,  as 
the  context  may  be  generally  relied  on  to  tell  which 
consonant  is  intended.  In  the  few  cases  where  un- 
certainty might  result,  it  is  avoided  by  shortening  to 
add  t  only,  and  writing  d  with  its  stem-sign.  The 
following  are  examples  of  words  that  are  distin- 
guished in  this  way:  goat  and  goad,  tJiought  and 
thawed,  feet  and  feed,  foot  and  food,  etc.  Half-length 
Kay  standing  alone  is  seldom  used  for  M,  the  stems 
Kay-Dee  being  preferred.  Half-length  simple  Ree 
standing  alone  is  used  always  for  rt — never  for  rd ; 
but  when  joined  to  other  stems,  and  also  when  hooked, 
it  may  represent  rd  as  well  as  rf;  as  in  fred,  ruled, 
etc.  Half-length  Er,  either  simple  or  hooked,  may  be 
employed  for  both  rt  and  rd;  as  in  art,  erred,  arrant, 
errand,  etc. 


154  ART  OP  PHONOGRAPHY. 

THIRTY-FOURTH  READING  EXERCISE. 

i:.z.^-.../...A...j  k.L. ix  u 
•J"-^  I  -  u  ■>-  --^  ^  .>  -b-  \ 

-^-•^■■l  S  ^  V  "^ ^-v 


.'L'...^...C...'r^  r>-. 


THIRTY-FOURTH  WRITING  EXERCISE. 

451.  Checked,  cheered,  touched,  toiled,  tempt,  chopped, 
jammed,  chilled,  pushed,  picked,  pulled,  tamed,  tugged,  poured, 
port,  dodged,  dirt,  patched,  deemed,  dealt,  backed,  couched, 
kinked,  calmed,  bald,  cashed,  kept,  beamed,  coiled,  reached, 
urged,  wrecked,  ranked,  arched,  writhed,  wrapped,  raged, 
robbed,  rushed,  theft,  veered,  felt,  fetched,  veiled,  failed, 
vouched,  thatched,  notched,  shipped,  shaved,  armed,  asked, 
shaft,  knocked,  zineked,  shocked,  nabbed,  matched,  mocked, 
moved,  mobbed,  mild,  mapped,  mired,  mashed,  moored,  maimed, 
latched,  lapped,  lulled,  laughed,  linked,  lodged,  loved. 


SHORTENING  PRINCIPLE.  155 

LESSON  XXXV. 

SHORTENING  PRINCIPLE  (continued). 

452.  Downward  and  Upward  Stems.  The  rules  for 
the  use  of  the  downward  and  upward  consonant  stems 
(282-308)  apply  also,  as  a  general  thing,  to  those  stems 
when  they  are  made  half-length.  See  the  outlines  of 
the  words  cheered,  toiled,  toilet,  pulled,  pilot,  coiled, 
collate,  veiled,  valet,  etc. 

453.  "Pet"  and  "Bet"  after  Em,  etc.— In  writing  the 
words  mapped,  mohhctl,  and  escheat,  a  slight  angle  should  be 
made  at  the  junction  of  the  half-lengths  with  the  preceding 
stems.  This  is  done  by  bending  in  the  tips  of  the  curved  stems 
a  little,  so  as  to  allow  the  halved  stems  to  start  with  a  per- 
ceptible angle.     See  these  words  in  the  reading  exercise. 

THIRTY-FIFTH  READING  EXERCISE. 

.^>._.^.^...^>.^...^...^...(^...^....V^. 


156  ART  OF  PHONOGRAPHY. 

^  ,.£1... 


THIRTY-FIFTH  WRITING  EXERCISE. 

454. — Egypt,  agent,  ticket,  toilet,  chatted,  tuiTet,  jaded,  eti- 
quette, attached,  jacket,  adopt,  admit,  pocket,  upright,  pivot, 
apart,  padded,  edict,  epithet,  petted,  debate,  pilot,  bucket, 
budget,  copied,  acted,  abated,  boyhood,  cadet,  Barrett,  ballot, 
cubit,  goaded,  ratchet,  rated,  comet,  garret,  rigid,  collate,  guilt, 
repute,  rivet,  elect,  renewed,  faded,  thicket,  ragged,  refute, 
fatted,  ruined,  voted,  vapid,  vivid,  valet,  noted,  vitiate,  indeed, 
availed,  enjoyed,  avoided,  naked,  ashamed,  estate,  associate, 
escheat,  assumed,  ingot,  shaded,  shadowed,  espied,  isolate, 
orbit,  mated,  merit,  awaked,  muriate,  omitted,  liiethod,  zealot, 
erect,  millet,  latchet,  eluded,  omelet,  alleged,  eloped,  alighted, 
repudiate,  manipulate,  dictate,  longitude,  magnet. 


LESSON  XXXVI. 

455.  Cautionary. — While  reading  these  exercises,  the  learner 
should  keep  in  mind  constantly  the  fact  that  every  half-length 
stem,  with  all  its  vowel-signs,  is  read  exactly  as  if  it  was  a  full- 
length  stem,  and  that  the  t  or  d  sound  is  put  on  last.  Other- 
wise, when  half-lengths  occur  at  the  beginning  or  in  the  middle 
of  outlines,  the  vocalization  may  at  first  be  a  little  confusing. 
To  illustrate,  the  words  potato,  epitaph,  beautify,  actually,  In- 
diana, oratory,  catalogue,  vitality,  and  artillery,  given  in  the  ex- 
ercise below,  are  read  as  follows  :  P6t-aT6,  ePit-aF,  But-iFi, 
aKt-iiaLi,  INd-iaNa  oRat-oRi,  Kat-aLo-Gay,  Vit-aL-iTi,  and 
aRt-iL-eRi. 


SHORTENING  PRINCIPLE. 
THIRTY-SIXTH  READING  EXERCISE. 


157 


^  v    5s^ 


'^  V 


THIRTY-SIXTH  WRITING  EXERCISE. 

456.  Total,  pottage,  optic,  epitaph,  beautify,  chattel,  dotage, 
potato,  pottery,  potash,  bottom,  detach,  battle,  badly,  active, 
cattle,  footing,  vitally,  cottage,  actually,  rattle,  fatal,  avidity, 
godly,  rightly,  vital,  antique,  native,  nightly,  oratorio,  entity, 
natal,  Indiana,  esteem,  until,  noting,  oratory,  weightier,  me- 
dium, hotly,  litany,  artery,  motive,  mutual,  lottery,  Madam, 
headache,  hotel,  lately,  Potomac,  catalogue,  artUlery,  little, 
butler,  vitality,  cutlery,  bonded,  tenant,  punished,   pattern, 


158  ART  OP  PHONOGRAPHY. 

return,  astern,  private,  opponent,  finished,  modern,  playmate, 
eastern,  prompt,  breathed,  climate,  claret,  granite,  obliged, 
tribute,  cravat,  client,  attract,  approached. 

THIRTY-SEVENTH  READING  EXERCISE. 

J.       -J---- 

^, - X. ^.-^.— ...^      cJ,       7^  


^^. 


THIRTY-SEVENTH  WRITING  EXERCISE. 

457.  Jaunt,  tent,  don't,  pint,  chained,  pant,  tanned,  dined, 
joint,  dint,  tinned,  point,  paint,  band,  pained,  bound,  kind, 
dinned,  bent,  coined,  cant,  pound,  pent,  bond,  penned,  bend, 
canned,  gained,  find,  round,  vaunt,  want,  shunned,  fiend, 
thinned,  earned,  yawned,  fond,  vent,  faint,  font,  feigned,  vend, 
shunt,  wind  (turn),  went,  moaned,  hand,  hint,  loaned,  wound 
(turned),  lent,  hunt,  mend,  wind  (air),  hind,  mint,  mind,  wend, 
meant,  lend,  chafed,  coughed,  roofed,  tuft,  caved,  paved,  raft, 
patient,  fashioned,  bothered,  cushioned,  battered,  motioned, 
catered,  opened,  event,  achieved,  errand,  around,  attained, 
abound,  amend,  assigned,  arraigned,  ascent,  amount,  ascend, 
{kbaft,  efficient,  arrived,  accoutred,  occasioned,  ancient. 


SHORTENING  PRINCIPLE.  159 

THIRTY-EIGHTH  READING  EXERCISE. 

^.     -T7..^....X'-..^'.^..V\ 

\^ ..  i...^-  S.-°k..:!^.,..^'..,.^...^- 

A-^  X~  -  ^ii^^    '^^^    r^ 

THIRTY-EIGHTH  WRITING  EXERCISE. 

458.  Regent,  enjoined,  obtained,  legend,  pageant,  urgent,  pa- 
tent, cogent,  ardent,  depend,  rebound,  elegant,  radiant,  regained, 
ordained,  unkind,  repent,  turned,  current,  elephant,  renowned, 
apparent,  refined,  invent,  burnt,  infant,  diamond,  moment, 
payment,  Ireland,  talent,  lament,  remained,  appellant,  behind, 
repaved.  Richmond,  rebuffed,  judgment,  argument,  refashioned, 
shipment,  tangent,  attachment,  pavement,  merchant,  frightened, 


160  ART  OP  PHONOGRAPHY. 

agreement,  applicant,  dividend,  darkened,  Vermont,  document- 
ary, elementary,  rotundity,  violently,  genteel,  identity,  Ken- 
tucky, countess,  pontiflf,  gently,  attentive,  country,  random, 
authentic,  mountain,  London,  contour,  fountain,  laundry, 
contention,  Randall,  contagion,  contiguity,  tendency. 

[Pent  up,  poundage,  appendage,  bandage,  bondage,  phantom, 
fondle,  faintly,  fiendish,  funding,  Montague,  assenting,  land- 
ing, renting,  quantum,  quandary,  quantity,  quaintly.] 


THIRTY-NINTH  READING  EXERCISE. 


^  ^  .l..!^...<. 

-  '^  ^ — ^ ~^— — «7 

r....r..-_i-  r  c-  ..?.... 

L4       %      <H--'^--V^ 

^^:L.<....^.,< 

.^.:-.^...^...^...l^..-r..m„.D,..  k  ^• 


•<^      ,...<^  ^.Xv-^....U...^ 


1  ^-/:..  ^  -AcL 


SHORTENING  PRINCIPLE.  161 

THIRTY-NINTH  WRITING  EXERCISE. 

459.  Plot,  bread,  crowd,  great,  plate,  pride,  prate,  glad, 
cried,  blot,  clad,  bred,  grate,  grade,  trot,  trait,  threat,  flight, 
fruit,  shrewd,  fraught,  fleet,  tried,  dread,  quote,  freight,  trod, 
trade,  trite,  thread,  fraud,  child,  toward,  rolled,  yield,  ward, 
word,  told,  cold,  yard,  short,  cord,  wild,  hurt,  applaud,  agreed, 
wield,  lard,  applied,  adroit,  houored,  assault,  abroad,  heard, 
offered,  assert,  herd,  award,  injured,  migrate,  tabled,  ordered, 
Richard,  tapered,  entreat,  anchored,  Detroit,  cabled,  cupboard, 
Albert,  Packard,  jabbered,  labored,  incuiTed,  chuckled,  Robert, 
record,  regret,  sugared,  immigrate,  emigrate,  insured,  beveled, 
regard,  generate,  reward,  measured,  enumerate,  Edward,  on- 
ward, partake,  rumored,  partly,  British,  Broadway,  coldly, 
gratuity,  brightly,  brutal,  cartage,  gladly,  courtly,  breadth, 
greatly,  relative,  mortal,  lordly,  golden,  throttle,  hardly,  freight- 
age, garden. 

[Plied,  blood,  brought,  braid,  cleat,  crate,  glued,  grit,  trout, 
treat,  drought  (Dret),  flit,  fret,  quoit ;  court,  ruled ;  tickled, 
dappled,  peopled,  pickled,  puckered,  baffled,  capered,  colored, 
gabbled,  goblet,  rippled,  ribald,  recruit,  euchred,  fabled,  vibrate, 
ingrate,  unheard,  shackled,  wavered,  wayward,  impart,  altered.] 

FORTIETH  READING  EXERCISE. 

J^^  lu     L  .  .  _  l:>  ^>7:_ rr    T!T 

•V  ^  ^  .-^-.^-s±j>..S.^^.j:^>. 


:^....^::i_n>_v_v_v.. 'v.3_  . 


162 


ART   OP  PHONOGRAPHY. 


FORTIETH  WRITING  EXERCISE. 

460.  Detect,  deadhead,  beautified,  godhead,  chattered,  cut- 
let, dedicate,  abdicate,  detailed,  affidavit,  midnight,  retort, 
latitude,  evident,  mitigate,  watered,  moderate,  esteemed,  head- 
light, pondered,  candidate,  rendered,  fondled,  ventilate,  au- 
thenticate, wondered,  vindicate,  contort,  kindest,  hundred,  en- 
twined, lieutenant,  identified,  amendment,  abundant,  ointment, 
continent,  headland,  chartered,  fortified,  bloodshed,  Cortland, 
Bradford,  gratified,  fortitude,  childhood,  Bedford,  gratitude, 
eastward,  treatment,  fortnight. 


FORTY-FIRST   READING  EXERCISE. 

■■/.■■/ ^    \  ...•^-.^...vi    Vi,, 


1G3 


-^■. 


.T?         0- 

3*; 

% 

\^ 

..  V 

^^ 

.^. 

T^      ^ 

^-9 

r-    X 

.  '^c 

-e 

^ 

^1 

CL=. 

-     r 

^    QL 

'?    . 

^     ^p 

;^ 

^"  ■ 

•^;i> 

•^ 

^ 

\. 

■^"^- 

.^^ 

i:r". 

J., 

"-S 

A^ 

■^'    J: 

.  ^ 

FORTY-FIRST   WRITING  EXERCISE. 

461.  Cheated,  petted,  voted,  cheat,  pet,  vote,  written,  writing, 
ended,  ousted,  lighted,  oust,  ending,  ousting,  lightning,  light- 
ing, attempted,  delighted,  jolted,  jolt,  delight,  attempt,  delight- 
ful, jolting,  delighting,  board,  lift,  enact,  bored,  boarding, 
enacting,  lifted,  boarded,  enacted,  entitling,  ratified,  enactment, 
entitled,  entitle,  ratify,  ratification,  estopped,  modified,  estop- 
pel, modification,  modify,  estop,  metal,  metallurgy,  estimate, 
metallic,  estimation,  retire,  appointed,  estimated,  appoint- 
ment, appoint,  retired,  interment,  inventive,  retirement,  re- 
tiring, inter,  interred,  interring,  inventory,  mortality,  handled, 


164  ART  OF   PHONOGRAPHY. 

invented,  immortality,  handwriting,  handle,  deteriorated,  mu- 
tilation, dentist,  shortening,  mutilate,  dental,  shorten,  mutilated, 
dentistry,  shorthand,  shortened,  provident,  shortest,  impro- 
vident, indicated,  providential,  indicate,  indication,  contusion, 
printed,  cultivated,  contused,  printing,  cultivate,  contuse,  print, 
cultivation,  rental,  assortment,  rent,  assort,  rented,  ultimatum, 
ultimate,  meditate,  ultimately,  meditation,  intention,  grandest, 
intent,  Medford,  rectified,  intended,  plundered,  intend,  multi- 
tude, legitimate,  incandescent,  fantastic,  multiplied. 

Trained,  plant,  blunt,  cleaned,  gland,  churned,  drowned, 
blind,  browned,  crowned,  grant,  braved,  grooved,  frowned, 
draft,  cleft,  quaffed,  flaunt,  ground,  craved,  yearned,  mourned, 
adjourned,  acquaint,  approved,  warned,  affront,  learned,  grieved, 
plaintiff,  Clinton,  blindly,  effrontery,  brandish,  declined,  re- 
proved, imprint,  eloquent,  friendly,  dethroned,  vagrant,  planned, 
grand. 


LESSON  XXXVII. 

LENGTHENING  PRINCIPLE. 

462.  Tr,  Dr,  Thr,  or  Ture  Added.— Either  ter,  der, 
ther,  or  ture  may  be  added  to  any  curved  stem, 
whether  simple  or  hooked  (either  finally,  initially,  or 
both),  and  to  any  straight  stem  with  final-hook,  by 
making  it  twice  its  ordinary  length, 

463.— The  Names  of  the  Lengthened  Stems  are  Ishter, 
Zhetter,  Ester  or  Esther,  Zeeter,  Erter  or  Erther,  Wetter  or 
Wether,  Metter  or  Mother,  Hetter  or  Hether,  Leeter  or  Leether, 
Elter,  Yetter,  Ithter,  Theeter,  Fetter  or  Fether,  Vetter,  Enter 
or  Enther,  Ingter,  Sheeter,  Fender,  Fletter,  Fretter,  Chenter, 
Kenter,  Renter  or  Render,  etc. 

Examples : 

En  Enter  Fen  Fender  Ken  Kender 


LENGTHENING  PRINCIPLE.  165 

464.  Order  of  Reading  Vowel. — A  vowel-sign  placed 
to  and  after  a  lengthened  stem  is  read  immediately 
following  the  consonant  represented  by  the  stem,  the 
same  as  if  it  were  not  modified,  and  consequently  it 
is  read  before  the  tr,  dr,  or  thr  added  by  the  length- 
ening. 

Examples : 


father       nature        founder      meander       kinder    pounder 

465.  Positions  of  Lengthened  Stems. — The  positions 
of  Lengthened  Stems  are  as  follows  : 

I.  Of  Horizontal  lengthened  stems,  the  same  as 
the  positions  of  single-length  horizontals.  See  para- 
graphs 144  to  146. 

II.  Of  downward  lengthened  stems  : 
First  Position. — On  the  line. 

Second  Position. — Half  of  the  stem  above  the  line 
and  half  below. 

Third  Position. — One-third  of  the  stem  above  the 
line  and  two-thirds  below. 

III.  Of  upward  lengthened  stems  : 

First  Position. — Commencing  half  a  Tee-length 
above  the  line. 

Second  Position. — Commencing  at  the  line. 

Third  Position. — Commencing  half  a  Tee-length 
below  the  line. 

Examples  of  downward  and  upward  lengthened 
stems  standing  in  the  three  different  positions: 


.(.../. 


c-v-^- 


166  ART  OF  PHONOGRAPHY. 

SHOET   EULES  FOR  POSITIONS. 

466.  Shortened  Stems. — For  tlie  three  positions  a 
shortened  stem  always  rests  on  the  same  level  as  its 
full  length ;  thus, — 

^  \  \  (  (  /"  ^  r  r  — -  —  - 


1 


C-c-^-p^-^- 


r 


467.  Lengthened  Stems. — For  the  three  positions  a 
lengthened  stem  always  begins,  at  the  same  level  that 
its  single  length  does ;  thus, — 


■■^-K^^^^-^-^'r 


This  rule  does  not  interfere  with  the  direction  at 
465,  II.,  that  downward  lengthened  stems  rest  on  the 
line.     Both  rules  should  be  observed. 

468.  Ambiguity  Prevented  by  Context.— As  is  the  case 
with  the  Shortening  Principle,  ambiguities  that  might  arise  from 
the  employment  of  the  Lengthening  Principle  for  more  than 
one  purpose,  are  usually  avoided  by  reference  to  the  context. 
And  when  that  fails,  resort  is  had  to  restricting  the  use  of  the 
principle  to  one  thing  and  writing  the  conflicting  in  some  other 
way.  The  following  words  are  so  distinguished:  father  and 
fodder,  shutter  and  shudder,  waiter  and  wader,  etc. 


LENGTHENING  PRINCIPLE.  167 

469.  Cognate  Sounds. — The  learner  must  not  fail  to  observe 
that  the  plural  use  of  each  of  the  principles  of  modification  — 
Shortening  and  Lengthening  —  is  eonfined  to  what  are  known 
as  Cognate  Sounds;  that  is,  to  sounds  of  a  similar  nature. 
Thus,  the  consonants  t  and  d  are  cognate ;  so  ara,  t  and  th,  d 
rfnd  dh ;  and,  consequently,  tr,  dr,  thr,  and  dhr  may  be  said  to 
belong  to  the  same  family.  It  is  this  quality  of  close  similarity 
that  makes  it  safe  to  sometimes  indicate  two  sounds  in  the  same 
way. 

470.  Lengthened  Straight  Stems. — The  principle  of  pho- 
nography which  allows  straight  stems  with  final-hooks  to  be 
lengthened  to  add  (/*,  dr,  or  thr,  leads  to  an  unimportant  theoreti- 
cal conflict  with  the  outlines  of  a  very  few  words,  in  which  a 
straight  stem  is  repeated,  with  a  final-hook  on  the  last  stem. 
There  are  ten  of  these  latter  words,  namely,  pippin,  bobbin, 
baboon,  tighten,  titan.  Teuton,  deaden,  jejune,  cocoon,  and  Cati- 
casian.  But  practically  the  words  of  the  two  classes  never 
interfere  with  each  other. 

471.  Hooks  made  Larger. — All  of  the  hooks,  both  large  and 
small  (particularly  the  former),  on  lengthened  stems,  are  made 
somewhat  larger  than  the  corresponding  hooks  on  stems  of 
ordinary  length  (446). 


FORTY-SECOND  READING  EXERCISE. 


y:._j,-^  -^.-^ 


168 


ART  OF  PHONOGRAPHY. 


WW .—.  zr-.. - 


-  '^  -^^  7 


FORTY-SECOND  WEITING  EXERCISE. 

472. — Father,  future,  fighter,  voter,  fetter,  neuter,  nature, 
niter  or  neither,  feather,  shatter,  waiter,  matter,  water,  weather, 
shutter,  wetter,  neater  or  neither,  motor,  hatter,  mother,  lather, 
meter,  hither,  lighter,  hotter,  latter,  mutter,  later,  Luther,  un- 
der, oyster,  ardor,  Astor,  Easter,  letter,  theater,  leather,  after, 
order,  alter,  flatter,  orator,  yonder,  fritter,  fonder,  flutter,  thun- 


LENGTHENING  PRINCIPLE. 


169 


der,  fainter,  vendor,  winter,  hunter,  fender,  hinder,  mender, 
wonder,  mentor,  lender,  anointer,  flounder,  offender,  asunder, 
chanter,  tender,  pointer,  gender,  painter,  pander,  binder,  render, 
condor,  banter,  gander,  ponder,  ranter,  attainder,  canter,  rafter, 
laughter,  juncture,  elevator,  entering,  filter,  Waterloo,  defender, 
Zuyder  Zee,  entertain,  alderman,  geometrical,  wanderer,  inter- 
vene, thermometer,  thunderer,  inventor,  tormentor,  engender, 
remainder,  carpenter,  rejoinder,  decanter,  counterfeiter,  printer, 
counteract,  counterclaim,  grander,  blunder,  frequenter,  planter, 
blunter,  grantor,  shorter,  further,  martyr,  norther,  murder, 
shoulder,  harder,  mortar,  shelter,  feature,  propounder,  entire, 
furniture,  preponderate,  adventure. 


"MODIFICATIONS"    IN    ABBREVIATIONS    AND 
PHRASES. 

473.  Shortened  Stems  in  Abbreviations. —  Each  of  the 
following  abbreviations  contains  at  least  one  short- 
ened stem: 


^ 


according     astonish-ed     captain      difficult-y   establish     fact 

-^ -^  -      >^  -        ---^- 

frequent        gentleman      gentlemen        history         immediate 


<y 


^ 


important         intelligent         particular    e-quality         world 

474.  Shortening  Principle  in  Phrases. —  The  words  lY, 
ihe,  to,  and  had  may  be  added  by  Shortening;  thus, 


i:      v^  -      -^; 

by-it    on-it    to-the  in-the  among-the  ought-to    able-to  we-had 


170  ART  OF  PHONOGRAPHY. 

475.  Lengthening  Principle  in  Phrases. — The  words 
there,  their,  they-are,  and  other  may  be  added  by 
Lengthening;  thus, — 


\ 


in-there      been-there    remain-there    on-their     ean-have-their 


known-their  if -they-are  among-other   from-other  in-all-other 

476.  "  Not "  and  "  Another."— The  word  not  may  be 
added  by  the  En-hook  and  Shortening ;  and  the  word 
another,  by  the  En-hook  and  Lengthening  j  thus, — 

^  J"  -  ^ X, 

had-not    do-not     did-not     can-not     are-not    were-not     if-not 


/^  0 

shall-not      or-not    may-not    will-not     in-another     or-another 


PART   THIRD. 
CIRCLES  AND  LOOPS. 


INTRODUCTORY. 

477.  In  addition  to  the  simple  stems  of  the  alphabet, 
and  the  hooked-stems  which  have  just  been  present- 
ed, Phonography  also  brings  into  its  service  the 
circle  and  the  loop,  as  briefer  modes  of  representing 
certain  consonants  and  groups  of  consonants  which 
are  of  very  frequent  recurrence  in  our  language. 

478.  Two  Sizes  of  Circles  and  Loops. — There  are  two 
sizes  of  circles  and  two  of  loops,  making  four  in  all 
of  these  auxiliary  attachments  to  stems.  They  are 
called  respectively  "Small  Circle,"  "Large  Circle," 
"  Small  Loop,"  and  "  Large  Loop." 

479.  Where  Circles  and  Loops  May  be  Used. — Each  of 
the  circles  and  loops  may  be  joined  to  stems  both 
finally  and  initially;  except  that,  for  practical  reasons, 
the  large  loop  is  never  used  at  the  beginning  of  a 
word. 

480.  Order  of  Reading  with  Vowels. — With  reference 
to  vowels  written  to  a  stem  so  equipped,  the  circle  or 
loop  is  treated  as  if  it  were  a  stem,  or  an  independent 
sign.     That  is,  if  it  is  joined  at  the  end,  it  is  read 

171 


172  ART  OF  PHONOGRAPHY. 

after  the  stem  and  all  of  its  vowel-signs ;  and  if  it  is 
joined  at  the  beginning,  it  is  read  before  the  stem  and 
all  of  its  vowel-signs. 

481.  Where  Circles  and  Loops  Cannot  be  Used. — It  fol- 
lows, therefore,  that  a  circle  or  loop  cannot  be  used  at 
the  termination  of  the  outline  of  a  word  that  ends 
with  a  vowel  sound,  or  at  the  beginning  of  the  outline 
of  a  word  that  commences  with  a  vowel-sound. 

482.  Vocalization — Vowel-signs  are  written  to  a 
stem  which  has  circles  or  loops  in  the  same  way  that 
they  would  be  written  if  the  stem  had  simple  ends 
(480). 

LESSON  XXXVIII. 
SMALL  CIRCLE  ON  SIMPLE  STEMS. 


^ 


t 

i 

%. 

f 

E 

V 

^c 

C 

«L, 

r 

c 

^ 

^ 

D 

.   -^ 

^       y      ■^ 


Q_p 


q_9 


(5~b 


<r^ 


^ 


483.  Circle  for  S  or  Z — Either  s  or  z  may  be  added 
by  a  small  circle  to  any  consonant-stem,  whether  sim- 
ple, hooked,  or  modified.   When  the  ends  are  simple, 


SMALL  CIRCLE  ON  SIMPLE  STEMS.  173 

it  is  turned  on  the  side  and  in  place  of  the  Ef  or  El 
hook  on  straight  stems,  and  on  the  inner  side  of 
curved  stems.  But  it  is  not  used  for  z  at  the  begin- 
ning of  words,  except  in  the  case  of  a  few  proper 
names  (775,  III.) 

484.  The  Name  of  the  Small  Circle  for  s  or  ^r  is  "  Breve-s." 
Whenever  it  is  necessary  to  distinguish  by  name  the  z  sound 
from  the  s,  the  circle  may  be  called  "Breve-z." 

485.  The  Names  of  Stems  with  Breve-s  are  as  follows: 
Chess,  Jess,  Tess,  Dess,  Pess,  Bess,  Kess,  Gess,  Rees,  Els,  Yess, 
Thess,  Dhess,  Fess,  Vess,  Ness,  Ingz,  Shees,  Ishes,  Zhess,  Eses, 
Zees,  Ers,  Wess,  Mess,  Hess,  Lees;  Sech,  Sej,  Set,  Sed,  Sep, 
Seb,  Sek,  Seg,  Seree,  Sel,  Seyay,  Seth,  Sedh,  Sef,  Sev,  Sen, 
Seng,  Seshee,  Sesh,  Sezh,  Sessee,  Sezee,  Ser,  Sway,  Sem,  Sehay, 
Slee ;  Seehes,  Sejes,  Stess,  Sefs,  Sevs,  Sens,  Sengs,  Sers,  Swes, 
Sems,  Slees,  etc. 

486.  Context  Prevents  Ambiguity.— As  has  been  stated  in 
regard  to  the  employment  of  hooks  and  "  modifications "  with 
plural  powers  or  meanings  (382,  450,  468,  469),  the  use  of  the 
small  circle  for  both  s  and  z  can  occasion  no  confusion  in  read- 
ing, as  the  context  will  tell  which  sound  is  meant.  And,  besides, 
we  are  accustomed  to  the  same  thing  in  the  common  spelling, 
the  letter  s  being  quite  generally  employed  for  both  of  these 
consonant  sounds ;  as  in  in  the  words  yes,  has,  gas,  was,  thus,  is, 
baseness,  busiyiess,  etc. 

Examples : 


chose 

side 

source 

debts 

sweets       spout 

salt 

.-^-. 

1 

^ 

enters      scimeter      trots      gloats       fruits       flutters       puffs, 
fines      faints      lenders     sputters       cycle      sinner      squeal 


174  ART  OF  PHONOGRAPHY. 

FOETY-THIED  EEADING  EXERCISE. 

^ -<!...<'. /i'  ^..^v  c..^..^....(o-  -c 

^..^.^.-^.^  r  r  r..^, 

X:.  j-'  ^  ^  ^  -<  .^.r.r^ 

-  o     '^T-b    .^__^ ^    ' 


Qj-^     Q_>     Q-L>..„..., ^..^^ Qj^  .r....«\ 


"^i  "^  .!c.:'^. ^  ^ ..__  ..-c r  ^  r 


SMALL  CIRCLE  ON  SIMPLE  STEMS.  176 

^...^...^....r,.,f>,-r...^:_^  ^  .^.t:: 


FORTY-THIRD  WRITING  EXERCISE. 

487.  Chase,  toss,  toes,  eats,  dice,  choice,  choose,  tease,  its, 
jaws,  ties,  dies,  Tice,  days,  dues,  pays,  peace,  aids,  odds,  apes, 
pus,  does,  pose,  poise,  piece,  daze,  duce,  pace,  peas,  puss,  ebbs, 
cows,  ekes,  guess,  case,  cause,  base,  gaze,  ox,  bays,  eggs,  rouse, 
rose,  rise,  rays,  ruse,  rice,  race.  Rouse,  yes,  thaws,  oaths,  use, 
those,  ewes,  thus,  face,  vice,  vase,  nice,  this,  ounce,  fuss,  voice, 
eaves,  fuse,  phase,  fuzz,  vies,  nose,  shoes,  cease,  ears,  ways, 
news,  sauce,  sues,  wise,  chaise,  says,  oars,  knows,  saws,  seize, 
ores,  seas,  mass,  mace,  haze,  else,  alms,  miss,  lace,  loose,  mice, 
house,  less,  lose,  lays,  maze ;  ages,  abbess,  echoes,  efface,  etches, 
oppose,  abuse,  office,  adduce,  accuse,  abyss,  avows,  arise,  amaze, 
alas,  annoys,  arouse,  amuse,  Alice,  allows,  ashes,  arose. 

Sat,  set,  sit,  sawed,  such,  sought,  stay,  suit,  siege,  sight,  seat, 
site,  sad,  cite,  said,  sip,  sob,  sake,  sued,  sick,  soup,  sub,  soap, 
spy,  sack,  sky,  south,  safe,  sieve,  sign,  scow,  scythe,  salve, 
sawn,  sag,  soothe,  sown,  seen,  song,  sash,  snow,  sour,  sun, 
sooQ,  sung,  seize,  sang,  seine,  son,  sewn,  sore,  Sam,  seem,  soul, 
sway,  same,  soil,  slay,  psalm,  some,  sale,  sole,  seam,  sleigh, 
soar,  sail,  sill,  slow,  sum,  seal ;  city,  sorry,  sofa,  settee,  Sarah, 
Sinai,  soda.  Sierra,  sunny,  sinew,  snowy,  sallow;  sides,  sobs, 
stays,  spice,  sex,  suits,  skies,  space,  six,  spies,  sags,  sneeze, 
source,  seems,  saves»  sings,  Swiss,  sense,  sores,  sales,  seams, 
slice,  sails,  sages,  sorrows,  solace,  suppose,  suffice. 


176  ART  OP  PHONOGRAPHY. 

LESSON  XXXIX. 

THE  CIRCLE  BETWEEN  STEMS. 

488.  Rule. — The  circle  is  written  between  stems, 
when  they  are  simple  at  their  contiguous  ends,  in  the 
following  manner : 

I.  If  the  stems  do  not  form  a  distinct  angle  at  the 
point  of  junction,  the  circle  is  written  to  the  first 
stem  just  as  if  it  stood  alone,  and  then  the  second 
stem  is  continued  on  after  it;  thus, 

Pes-Pee  Kess-Gray  Mess-IngEas-Em  Mess-Vee  Lees-Pee  Ness-Ree 

II.  But  if  the  stems  do  form  a  distinct  angle  at  the 
point  of  junction,  the  circle  is  turned  on  that  side  of 
the  first  stem  which  will  throw  it  on  the  outside  of  the 
angle;  thus, 

Tess-KA7  Pess-Jay  Dess-Bee  Rees-Kay  Tess-El  Tess-Lee  Vess-El 

vr  ._^  ~_r  w  "^   ^    (r 

Fess-LeeNess-EnNess-LeeMeas-LeeMess-ErThess-ElThess-Lee 

489.  Vocalization. — When  the  outline  of  a  word  con- 
tains a  circle  between  two  stems,  all  vowels  that  are 
sounded  before  the  circle  must  be  written  to  the  first 
stem,  and  all  vowels  that  di*e  sounded  after  the  circle 
must  be  written  to  the  second  stem.    Examples : 

-J--^  -i^ v.--^    --■ 

disk        gusset        choosing         besom       disown        unsought 


THE  CIRCLE  BETWEEN  STEMS.  177 

FORTY-FOURTH  READING  EXERCISE. 


u 


178  ART   OF  PHONOGRAPHY. 

FORTY-FOUETH  WRITING  EXERCISE. 

490.  Cask,  desk,  beseech,  Tuesday,  task,  decide,  opposite, 
disobey,  bestow,  gasp,  rescue,  receipt,  bask,  reside,  excite, 
thistle,  fossil,  using,  vessel,  unsafe,  saucer,  facing,  resume, 
evasive,  unseen,  miser,  hawser,  loosely,  massive,  Wesley, 
muscle,  officer,  lesser,  mussel,  amazing,  losing,  facility,  usage, 
unsullied,  ulcer,  illusive,  offset,  visit,  nicety,  answer,  physic, 
viceroy,  nosegay,  visage,  sausage,  musty,  hasp,  wasp,  music, 
husk,  Missouri,  message,  lawsuit,  illusory,  chasing,  jostle, 
lucid,  chisel,  chaser,  choosing,  lisp,  Joseph,  deceive,  disease, 
dismay,  tussle,  dosing,  desire,  tossing,  design,  dozing,  apostle, 
passing,  opossum,  abusive,  passive,  poser,  bustle,  poising,  bas- 
ing, baser,  castle,  bosom,  axle,  abusing,  basely,  casing,  causeway, 
gazelle,  gaseous,  chasm,  gazing,  accuser,  rustle,  Racine,  racer, 
receive,  rising. 


FORTY-FIFTH  READING  EXERCISE. 

^- --^  .^.  V...  r^^.V^L^. 


THE  CIRCLE   BETWEEN  STEMS. 


179 


FORTY-FIFTH  WRITING  EXERCISE. 

491.  Rejoice,  reduce,  tax,  righteous,  depose,  notice,  emboss, 
ethics,  bags,  Paris,  box,  peruse,  fox,  lugs,  various,  false,  obvi- 
ous, Morris,  pathos,  revise,  refuse,  pulse,  invoice,  allowance, 
hangs,  Chinese,  tongs,  tissues,  genius,  lungs,  cautious,  ensues, 
force,  chimes,  Thomas,  anxious,  James,  parse,  byways,  famous, 
follows,  speech,  sagely,  siding,  Cohoes,  sachem,  Sidney,  spar- 
row, spire,  skill,  speck,  Sabbath,  sketch,  spell,  scheme,  sagging, 
sui-vey,  soothing,  severe,  solemn,  safety,  scaly,  search,  Sunday, 
sank,  sorely,  smoke,  sneer,  seizing,  swim,  savage,  solid,  salary, 
slang,  slowly,  silk,  slave,  slower,  smooth,  synagogue,  Saturday, 
sanitary,  ceremony. 

FORTY-SIXTH  READING  EXERCISE. 


180 


ART  OF  PHONOGRAPHY. 


V, 


V^- 


t 


<^: 


^ 


FORTY-SIXTH  WRITING  EXERCISE. 

492.  Pacific,  expel,  vicinity,  Chesapeake,  absorb,  resolve, 
dispatch,  insanity,  chancel,  pencil,  mystery,  balsam,  tenacity, 
Elizabeth,  deposit,  capacity,  refusal,  offensive,  nonsuit,  maga- 
zine, veracity,  alongside,   Shakespeare,  Mexico,  Boston,  irk- 


THE  CIRCLE  BETWEEN  STEMS.  181 

some,  Ruskin,  Munson,  positive,  Josephine,  examine,  deception, 
mischief,  observe,  executor,  muslin,  testator,  execution,  exemp- 
tion, fascination,  resolution,  except,  posted,  diseased,  dispute, 
exempt,  instead,  result,  instant,  absent,  absurd,  innocent,  ex- 
cellent, thousand,  accident,  distant,  incipient,  assessment,  ab- 
scond, basement,  intersect,  trustee,  disorder,  presume,  pressing, 
clasp,  philosophy,  grasped,  placid,  precept,  Thm-sday,  perceive, 
present,  pleasant,  twisted,  precinct,  invested,  succinct,  intes- 
tate, tradesman,  inclusive,  positively,  Episcopal,  newspaper, 
exposure,  examiner,  December,  promissory,  ecstatic,  uncertain, 
despotic,  executive,  absolutely,  examination,  requisite,  teles- 
cope, question,  purchaser,  observatory,  discuss,  excuse,  justice, 
business,  measles,  dishonesty,  cautiousness,  disposal,  dismissal, 
amnesty,  righteousness,  nonsense,  presence,  groceries,  trespass, 
Christmas,  blossoms,  purpose,  notorious,  polarize,  collapse, 
fairness. 

[Testily,  despoil,  disappear,  despair,  disavowal,  dissolve,  dis- 
like, disarm,  decency,  bismuth,  custom,  custody,  exceeding,  re- 
sold, restore,  usurp,  vicinage,  insignia,  cesspool,  Oriskany, 
wisdom,  mucilage,  hastily,  lucidity ;  topsail,  damask,  palisade, 
obelisk,  coincide,  refusal,  fancied,  vouchsafe,  animosity,  espou- 
sal, arabesque,  majesty,  lancet,  Tuscan,  disdain,  buskin,  Augus- 
tine, restive,  festoon,  Nazarene,  Wesleyan.] 

FORTY-SEVENTH  READING  EXERCISE. 

"^.^^--..^..^^  ^..^ 


182  ART  OF  PHONOGRAPHY. 

.Vi>  v-i>  Vj) _^- -      ^^  /^ y^*...->>. 


>0    c+^ -  <=4^     -    ^^     ^    


^  ^..^  .,(^.. 


THE  CIRCLE  BETWEEN  STEMS.  183 

FORTY-SEVENTH  WRITING  EXERCISE. 

493.  Propose,  pledges,  creeps,  tribes,  purchase,  clubs,  flops, 
produce,  throbs,  flax,  clothes,  grievous,  trucks,  brings,  profess, 
brigs,  flashes,  climbs,  twigs,  floors,  quails,  denounce,  frames, 
quenches,  penance,  divers,  canvas,  deafness,  province,  doubt- 
less, prefix,  chattels,  goodness,  evidence,  artless,  optics,  witness, 
writings,  intense,  politeness,  kindness,  attendance,  fondness, 
abundance,  vandals,  providence,  rentals,  blindness,  acquaint- 
ance, relentless.  Dress,  appraise,  cross,  trace,  price,  acres,  ut- 
ters, bruise,  prize,  brews,  gross,  blues,  glaze,  place,  twice,  class, 
froze,  release,  fleece,  authorize,  flees,  shears,  errors,  walls,  shells, 
worse,  unless,  actress,  libelous,  redress,  injuries,  impress, 
Naples,  enclose,  manners,  replace,  generous,  Douglas,  decrease, 
measures,  deeds,  boats,  gets,  yachts,  rates,  thoughts,  dates, 
puts,  acts,  chats,  fights,  notes,  shouts,  wits,  heads,  votes, 
lights,  ends,  mates,  adopts,  assets,  repeats,  ballots,  merits, 
violates,  viands,  admits,  birds,  invites,  folds,  tickets,  shafts, 
elevates,  ignites,  methods,  associates,  traits,  prates,  brutes, 
towards,  pleats,  trades,  broods,  crowds,  clots,  grates,  relates, 
blights,  courts,  colds,  glides,  blades,  yards,  threats,  efforts, 
yields,  frauds,  shields,  words,  floats,  wields,  asserts,  lords, 
Richards,  imports,  retreats,  Roberts,  rewards,  records,  Glad- 
stone, voters,  oysters,  fathers,  shutters,  waiters,  mothers,  let- 
ters, matters,  orders,  heaters,  mutters,  shoulders,  fritters, 
murders,  flatters,  floaters. 


FORTY-EIGHTH  READING  EXERCISE. 


'^.., 


,«         •  .•) 


ART   OF  PHONOGRAPHY. 

C       N_      ^.       "^       <=^      t^      *^ 


6^ 


\y\  <-^  <r^  -ri>  -_^_^?W 


FORTY-EIGHTH  WRITING  EXERCISE. 

494.  Spun,  stone,  sicken,  sudden,  scan,  serene,  swan,  slain, 
soften,  summon,  stove,  skiff,  station,  surf,  set-off,  scepter, 
sanation,  section,  scatter,  solution,  situation,  suasion,  sect, 
spot,  sagged,  soft,  signed,  seized,  sobbed,  soothed,  saved,  sen- 


BREVES  ADDED   TO   HOOKS.  185 

ate,  scout,  sort,  smite,  summit,  sold,  sweet,  seemed,  slight, 
spent,  surround,  scattered,  scoffed,  scant,  spend,  scanned,  sta- 
tioned, swooned,  silent,  sufficient,  softened,  summoned,  sanc- 
tioned, secondary,  scandal,  central,  certified,  standard,  Scot- 
land, surrendered,  senator,  smother,  softer,  slaughter,  sweeter, 
slender,  sermon,  surrender,  sylvan,  surgeon,  salvation,  specter, 
spinage,  sectional,  sputterer,  scoffer,  stationery,  speaker,  staple, 
salable,  soldier,  simple,  signal,  silver,  circle,  seemingly,  semi- 
nary, schooner,  speculation,  celebrate,  speculator,  smuggled, 
support,  sluggard,  submit,  spotted,  signet,  circuit,  solitude, 
skilled,  subordinate,  smart,  skeptic,  sordid,  Scottish,  symptom, 
saintly,  slightly,  sadness,  surface,  September,  sagacious,  Syra- 
cuse, circus,  sometimes,  sweetness,  sanctifies,  sounds,  spots, 
smites,  skates,  slats,  sarcasm,  slaughters,  subser\'e,  Cincin- 
nati, salesman,  spectacles,  spontaneous,  solicitous,  satisfies, 
specimen. 

[Satin,  sadden,  spine,  Spain,  supine,  skein,  syren,  siphon, 
seven,  swain,  swoon,  salmon,  Simon,  sullen,  saloon,  sedition, 
summation,  spatter,  sputter,  sipped,  Scott,  skate,  soaked,  seethed, 
sift,  salved,  sand,  saint,  sonnet,  sized,  seared,  soured,  summed, 
slate,  salt,  stained,  slander,  cylinder,  swollen,  spavin,  stationer, 
stable,  sample,  sliver,  sufficiently,  simplicity,  symmetrical,  cy- 
lindrical, subservient,  subornation,  subordination,  semblance.] 


LESSON  XL. 

495.  Breve-8  Added  to  Hooks. — Breve-s  may  be  added 
to  any  hook,  final  or  initial,  by  simply  turning  it  on 
the  inside  of  the  hook. 

496.  Shape  of  Breve-s  in  Hooks. — When  breve-s  is  joined 
in  this  way  to  a  hook,  it  should  not  be  made  perfectly  round, 
but  should  be  elongated  a  little.  Thus,  when  added  to  a  final 
hook,  it  should  end  with  a  motion  nearly  in  the  direction  of  and 
parallel  with  the  termination  of  the  stem  ;  and  when  prefixed  to 
an  initial  hook,  it  should  commence  with  a  motion  nearly  in  the 
direction  of  and  parallel  with  the  beginning  of  the  stem.  In 
other  words,  the  shape  of  the  circle  is  modified  by  the  move- 
ments required  in  forming  the  hook  (378,  379). 


186  ART   OF  PHONOGRAPHY. 

FORTY-NINTH  READING  EXERCISE. 

^...^..y;..d-..^...vi-.:"-^.^- 

' Ip  •    --—^ 


^  --  ^   ^   ^ ..<:....^...^ 


«5^ 


^../'..■rl..5^..A.,_..^..^ 

FORTY-NINTH  WRITING  EXERCISE. 

497.  Doves,  beeves,  roves,  chafes,  paves,  cuffs,  gaffs,  achieves, 
caves,  roofs,  proves,  gloves,  fence,  drives,  bluffs,  evince,  cliffs, 
Athens,  proofs,  yawns,  announce,  loans,  assigns,  lance,  ar- 
raigns, mines,  shuns,  zones,  once,  hence,  hens,  flounce,  ones, 
France,    bitters,    actors,    gathers,    patters,    gaiters,    debtors, 


BREVE-S  ADDED  TO  HOOKS.  187 

bothers,  chatters,  writers,  platters,  glitters,  trotters,  clatters, 
additions,  patience,  cushions,  passions,  occasions,  rations, 
orations,  allusions,  fashions,  nations,  motions,  visions,  omis- 
sions, tufts,  rafts,  gifts,  crafts,  events,  ascends,  drifts,  wants, 
mounds,  funds,  winds,  wands,  wants,  anoints,  mounts,  errands, 
minds,  hands,  lands,  ancients,  hunts,  lends,  flaunts,  friends, 
rafters,  hunters,  fenders,  flounders,  thunders,  settle,  supply, 
sickle,  satchel,  saddle,  sable,  sooner,  singer,  suffer,  summer,  siz- 
zle, seizure,  social,  civil,  squaw,  squirrel,  supplication,  spleen, 
seclude,  settled,  severed,  supplement,  splendid,  supplant,  settle- 
ment, splendor,  supplied. 


LESSON  XLI. 

498.  Hook  with  Breve-s  used  Medially. — Sometimes, 
when  occurring  together  in  the  middle  of  outlines, 
both  the  hook  and  breve-s  have,  of  necessity,  to  be 
formed  somewhat  imperfectly.  And,  in  a  few  in- 
stances, the  breve  must  be  turned  on  the  back  of  a 
curved  stem.     Examples: 

explore   explosion    miscalculation    misapplication    misbelief 
FIFTIETH  EEADING  EXERCISE. 


188  ART  OF  PHONOGRAPHY. 

\  x;  ^:^  .p^  'i^-N  ^  ^ 


FIFTIETH   WEITING  EXEECISE. 

499.  Archives,  improves,  repaves,  retrieves,  preserves,  re- 
buffs, renounce,  ordnance,  refines,  remains,  excellence,  creditors, 
embitters,  imitators,  importers,  barters,  directors,  navigators, 
applications,  inspectors,  impressions,  munitions,  delusions,  frac- 
tions, dimensions,  provisions,  admissions,  intentions,  refunds, 
payments,  invents,  reminds,  talents,  demands,  acquirements, 
agreements,  remainders,  judgments,  inventors,  splash,  splint, 
suffrage,  severing,  supplement,  swarm,  sufferer,  splendor,  sub- 
lime, squab,  squint,  supplies,  settlement,  squabble,  squeeze, 
square,  squander,  decipher,  prisoner,  display,  peaceful,  dis- 
honor, personally,  misapply,  misquote,  explain,  handsome,  sub- 
sequent, resplendent,  peaceable,  physical,  exclude,  venturesome, 
feasible,  disabled,  disclose. 

[Braves,  breves,  cleaves,  craves,  grieves,  graves,  grooves, 
bereaves,  engraves,  reprieves,  deprives,  architraves,  inventors, 
slanders,  directions,  attractions,  chapters,  alligators,  factors, 
pictures,  operators,  platters,  traitors,  attentions,  disable,  pass- 
able, gesture,  accusable,  poisoner,  pasture,  explanatory,  ex- 
plicit, expounder,  lonesome.] 


THE   LARGE  CmCLE.  189 

LESSON  XLII. 

THE  LARGE  CIRCLE. 

500.  Large  Circle  for  ss,  sz,  etc. — Two  s  or  z  sounds, 
wheD  they  occur  with  a  single  vowel-sound  between 
them,  are  usually  written  with  a  large  circle,  turned 
on  the  same  side  of  a  stem  as  the  small  circle  (483). 

501.  The  Name  of  the  Large  Circle  is  "  Breve-sez." 

502.  The  Names  of  the  Stems  with  Breve-sez  are  formed 
as  follows :  Chesses,  Pesses,  Fesses,  Eeeses,  Erses,  Elses,  Leeses ; 
Sesstee,  Sesskay,  etc. 

503.  How  Joined. — The  large  circle  is  joined  to  stems 
in  the  same  way,  and  is  subject  generally  to  the  same 
rules,  as  the  small  circle. 

504.  Use  of  Breve-sez. — The  large  circle  is  used  to  re- 
present the  sounds  of  any  of  the  following  combina- 
tions of  letters  of  the  ordinary  spelling :  sas,  ses,  ces, 
sis,  ds,  SOS,  sus,  sys,  etc. ;  and  it  may  occur  at  the  end, 
at  the  beginning,  or  in  the  middle  of  words. 

505.  Vowel-signs  within  Breve-sez. — In  practice  it  is 
seldom  necessary  to  write  the  vowel  included  in  breve- 
sez.  But  when  it  is  desirable  to  do  so,  it  may  be  done 
by  putting  its  sign  within  the  circle.  The  dot  or  dash 
may  be  placed  in  the  upper,  middle,  or  lower  part  of 
the  circle,  according  as  it  represents  a  first,  second,  or 
third  place  vowel.  A  diphthong-sign  is  put  in  the 
middle  of  the  circle  without  regard  to  the  position  to 
which  it  belongs.    Examples : 

pieces     Moses       Bruce's       system     exhaustive      emphasize 


_o 


190  ART  OF  PHONOGRAPHY. 

FIFTY-FIRST  READING  EXERCISE. 

..^....b,.b-..^...^'X)^:!....^..    . 

^  ^^  <o  >^    "h  -^  ^^  ^ 

.r^..."^  V  ^..'e'^...^...^...N^ 
■^  ^  <co  ^  .:^..^..<p  '^..^. 


^_o 


FIFTY-FIRST  WRITING  EXERCISE. 


Ql^'Cn' 


506.  Passes,  teases,  possess,  abscess,  cases,  chooses,  doses, 
opposes,  abuses,  dozes,  guesses,  vices,  masses,  laees,  raises, 
noises,  arouses,  houses,  uses,  ceases,  ofiBees,  races,  taxes,  em- 
phases, traces,  molasses,  diagnosis,  prices,  creases,  dresses, 
braces,  grasses,  blesses,  glasses,  phrases,  places,  closes,  fleeces, 
releases,  professes,  supposes,  success,  suffices,  sources,  spaces, 
sexes,  Sorosis,  slices,  senses,  exercise,  necessity,  excessive,  pos- 
sessed, synopsis,  necessary,  accessory,  paralysis,  possessor,  sub- 
sist, sustain,  basis,  axis,  Mississippi,  dispossessing,  systematic, 
bases,  theses,   amanuenses,  axes,   crisis,  amanuensis,  thesis, 


The  small  loop.  Idl 

crises,  Francis,  exhaust,  Frances,  emphasized,  season,  recess, 
schism,  decisive,  precisely. 

[Chases,  Jesus,  tosses,  educes,  adduces,  pauses,  abysses,  ac- 
cuses, gazes,  gases,  roses,  rises,  phases,  voices,  vases,  nieces, 
chaises,  sauces,  arises,  amuses,  muses,  losses,  loses,  pleases, 
blazes,  classis,  trusses,  tresses,  process,  praises,  bruises,  crosses, 
graces,  resist,  exist,  insist,  dispossess,  dispossessed,  spices, 
suffuses,  presupposes.] 


LESSON   XLIII. 

OF  THE  LOOPS. 
THE  SMALL  LOOP. 

507.  Loop  for  st  or  zd. — Either  st  or  zd  may  be  added 
to  the  simple  end  of  any  stem  by  a  small  loop,  turned 
on  the  circle  side. 

508.  "  Breve-est"  is  the  name  given  to  the  small  loop. 

509.  Names  of  Stems  with  Breve-est  are  formed  as  fol- 
lows: Chest,  Best,  Kest,  Reest,  Test,  Nest,  Elst,  Leest,  Erst, 
Ishest,  Sheest;  Stech,  Stet,  Steree,  Ster,  Stel,  Stelee;  Stepest, 
Stefest,  etc. 

510.  Size  of  Small  Loop. —  Breve-est  should  extend  about 

one  third  the  length  of  the  stem  on  which  it  is  written. 

511.  Vocalization. — Vowel-signs  are  written  to  stems 
with  loops  attached  the  same  as  to  stems  with  circles 
attached. 

512.  Where  Breve-est  is  Used. — The  small  loop  may 
be  used  at  the  end,  at  the  beginning,  or  in  the  middle 
of  words.    Examples : 


/    ...A........  4 


chest       feast        study        steam      infest 


192 


ART  OF  PHONOGRAPHY. 


FIFTY-SECOND  READING  EXERCISE. 


/    i-    \-...x...\    l-..:i...'5..X  X 


v 


X 


V 


I. 


r 


■i> 


\^...^^  ..S'...v^.iv'....^-,.')'  ) 

1 T^     T=>  -  v-^--  'T* ....-^..- 

^  ..^^.   __^    -.^^   _^./>..A^..^ 


"^\,-Lt^ 


THE  SMALL  LOOP.  193 

PIPTY-SECON*D  WRITING  EXERCISE. 

513.  Taste,  dust,  past,  post,  chest,  'teased,  adduced,  paste, 
just,  attest,  passed,  best,  cast,  guest,  roused,  fast,  abused, 
accused,  rest,  used,  August,  fused,  vast,  noised,  zest,  nest, 
aroused,  effaced,  arrest,  assessed,  easiest,  honest,  west,  must, 
haste,  last,  moist,  housed,  least,  most,  amused. 

Stage,  stood,  stop,  stack,  stitch,  state,  step,  staid,  stab, 
statue,  steady,  stock,  stag,  stuff,  stake,  story,  steel,  stall,  store, 
stale,  stung,  steal,  stem. 

Noticed,  eldest,  impost,  richest,  reduced,  repast,  unjust, 
robust,  coaxed,  incased,  perused,  taxed,  annexed,  unused, 
jurist,  invest,  finest,  burst,  chemist,  earnest,  utmost,  defaced, 
lovest,  behest,  tempest,  enforced,  manifest,  ballast,  machinist, 
molest,  foremost,  storage,  monopolist,  stoppage,  staging,  stock- 
ing, stately,  steamer,  sterling,  stealth,  storm,  stylish,  stamp, 
stomach. 

Pastry,  ghostly,  vastly,  justify,  distill,  postal,  chastity,  de- 
stroy, honestly,  distillery,  wasteful,  artistic,  disturb,  industry, 
posterity,  orchestra,  egotistic,  manifestly,  tapestry,  ministry, 
earnestly,  distinction,  illustration,  abstruse,  extortion,  in- 
vestment. 

[Beastly,  costly,  ghastly,  festal,  vestal,  intercostal,  boisterous, 
industrious,  postal-card,  Bristol-board  (-Bred),  priestly,  crystal, 
crystalline,  forestall,  extradition,  installation,  installment,  mani- 
festly.] 


13 


194  ART  OF  PHONOGRAPHY. 

LESSON  XLIV. 

514.  Breve-s  for  Breve-est  or  -sez. — In  a  few  instances 
breve-s  is  substituted  for  breve-est  or  breve-sez,  when 
the  omitted  consonant,  in  ordinary  speech,  is  an  im- 
perfectly enunciated  sound,  and  an  improved  outline  is 
obtained  by  the  change.  Examples  of  this  kind  are 
found  in  the  outlines  of  postpaid,  breastplate,  tasteful, 
misstate,  etc.  See  the  last  eleven  words  in  the  fol- 
lowing reading  exercise: 

FEPTY-THIED  READING  EXERCISE. 


i-  ..^....^.....3^  ^-  ^,.:^..^^.^ 


THE  SMALL   LOOP.  195 

../..-I..X-  ^    ^-   ^        ^       -r 

FIFTY-THIED  WRITING  EXERCISE. 

515.  Priced,  bruised,  crossed,  trust,  priest,  abreast,  crazed, 
addressed,  appraised,  placed,  prized,  classed,  glazed,  blest, 
closed,  released,  twist,  thrust,  quest,  grist,  frost,  fleeced,  nursed, 
worst,  blackest,  purchased,  eclipsed,  protest,  uttermost,  anar- 
chist, farthest,  druggist,  florist,  innermost,  promised,  breakfast, 
embraced,  enclosed,  intrust,  engrossed,  depressed,  request,  jour- 
nalist, inquest,  reversed,  economist,  crystal,  midst,  Bristol,  in- 
terest, pedestrian,  nasturtium,  frustrate,  extraneous,  blistered. 

Spaced,  sufficed,  psalmist,  saddest,  southeast,  soonest,  de- 
spised, disgust,  distaste,  excused,  fastest,  mistrust,  dishonest, 
displaced,  incensed,  starve,  stem,  stolen,  Stephen,  stagnation, 
stoops,  sternum,  start,  stuffed,  starter,  studded,  stubbed,  stat- 
ute, stupid,  stilled,  stemmed,  stultify,  started,  statement,  statu- 
tory, stipulate,  stalwart,  student,  startle,  stitches,  steaks,  staffs, 
stars,  stalls,  studies,  stories,  stings,  steams,  stencil,  stethoscope, 
stenographic,  statesman,  stenographer,  steadfast,  stenography, ' 
steepest,  testify,  statistics,  testamentary,  post-office,  testimony, 
text-book,  mostly,  restless,  trustful,  postpone,  misstatement, 
pasteboard. 


196  ART  OF   PHONOGRAPHY. 

LESSON  XLV. 

THE  LARGE  LOOP. 

516.  Loop  for  Str. — The  consonants  sir,  with  inter- 
vening unaccented  vowel-sounds,  as  heard  at  the  close 
of  such  words  as  master,  castor,  moisture,  texture,  etc., 
may  be  added  to  the  simple  end  of  any  stem,  by  a 
large  loop  turned  on  the  circle  side  (483). 

517.  The  Name  of  the  Large  Loop  is  "  Breve-ster." 

518.  Names  of  Stems  with  Breve-ster  are  formed  as  fol- 
lows: Chester,  Reester,  Fester,  Ingster,  Elster,  Leester,  etc. 

519.  Size  of  Breve-ster. —  The  large  loop  should  ex- 
tend about  two-thirds  the  length  of  the  stem  on  which 
it  is  written. 

520.  Breve-ster  May  be  Used  at  the  end  and  in  the 
middle  of  word  outlines.     Examples: 

tester   poster    adjuster    coaster    fester  Gloucester    obstruct 

521.  Breve-ster  is  Never  Used  at  the  beginning  of 
word  outlines  (479). 

522.  Independent  Loops. — Either  of  the  loops,  breve- 
est  or  breve-ster,  may  be  made  independent  of  and 
apart  from  any  consonant-stem.  When  so.  written 
they  are  generally  inclined  in  the  direction  of  .the  stem 
Chay.  But  in  a  few  phrases  it  is  more  convenient  to 
strike  the  loop  in  some  other  direction.  Examples  of 
independent  loops  are  found  in  the  signs  for  the 
phrases  as  the  and  is  there  (549). 

523.  Independent  Loops  in  Word  Outlines. —  By  using 
the  independent  loops,  combined  with  other  consonant 
signs,  in  writing  word-outlines,  we  sometimes   get 


THE   LARGE  LOOP. 


197 


briefer  and  more  legible  forms  than  can  be  secured  in 
any  other  way.    Examples : 

.,^_^...>rit^...'\-....  ^  ...._,^^...:it. 

instinct     instep     obstinate     unsteady    extinction     extract' 
FIFTY-FOUETH   READING  EXERCISE. 


^=7  ^ 


x^ 


^w      ■  •    ...o....^..J^,.:^, 


^^ 


198  ART  OF  PHONOGRAPHY. 

FIFTY-FOXJRTH  WRITING  EXERCISE. 

524.  Juster,  pastor,  castor,  Chester,  toaster,  rooster,  boaster, 
yester,  vaster,  Nestor,  zoster,  master,  muster,  faster,  visitor, 
moister,  Worcester,  shyster,  luster,  Hester,  Ulster,  Leicester, 
caster,  Wooster,  Lester,  Rochester,  lobster,  barrister,  dab- 
ster, Baxter,  chorister,  teamster,  pilaster,  Muuster,  paymaster, 
bolster,  blister,  Brewster,  cloister,  blaster,  fluster,  Dorches- 
ter, administer,  Winchester,  nor'wester,  paternoster,  solici- 
tor, sinister,  sequester,  schoolmaster,  distribute,  destruction, 
distribution,  abstract,  district,  obstruction,  Amsterdam,  post- 
master, Chesterfield,  registering,  Westchester. 

525.  Extensively,  instinctively,  extensive,  postage,  instinct- 
ive, bestead,  extensor,  obstinacy,  restitution,  institute,  footstep, 
institution,  bastinado,  restated,  vestige,  unstudied,  indistinct, 
indistinctly,  indistinctness,  extii-pate,  extract,  extractor,  extir- 
pated, extraction,  extirpation,  restriction,  restringent.  extrin- 
sic, restricted,  inextricable,  restrictive,  restrict,  indestructible. 


LESSON  XLVI. 

IMPLIED  EN  AND  ER  HOOKS  ON  STRAIGHT 
STEMS. 

526.  From  the  fact  that  the  circles  and  loops,  when 
joined  finally  or  initially  to  the  simple  ends  of  straight 
stems,  are  invariably  turiied  on  the  side  and  in  place 
of  the  Ef  or  El  hook  (483,  500,  507,  516),"  we  are  en- 
abled to  utilize  the  placing  of  these  breves  on  the  other 
side  of  straight  stems  in  the  following  manner: 

527.  Rule  for  Implied  Hooks. — By  merely  writing  a 
circle  or  loop  on  any  straight  stem,  on  the  side  op- 
posite the  regular  circle  side,  that  is,  on  the  En  or 
Br  hook  side,  either  n  or  r,  according  as  the  circle  or 


IMPLIED  EN  AND  ER  HOOKS.  199 

loop  is  final  or  initial,  is  implied,  without  any  hook 
being  actually  indicated  at  all.     Examples : 

pn       pns       pnss        pnst      pnstr        pr        spr      sspr    stpr 

528.  Names  of  Stems  with  Implied  Hooks.— These  two 

sets  of  compound  stems  are  called  respectively  the  "Ens- 
series"  and  the  '"Sper-series."  The  names  of  the  individual 
stems  are  formed  as  follows:  Chens,  Dens,  Pens,  Eeens, 
Chenses,  Benses,  Deiist,  Kenster;  Secher,  Stree,  Spree,  Skray, 
Seber,  Sester,  Stetter,  etc. 

529.  Vocalization  of  Ens-stems. — Stems  of  the  Ens- 
series  are  vocalized  the  same  as  En-hook  stems  (371). 
Examples : 


pines        rains        ponds         ganders        bounces        jounced 
FIFTY-FIFTH  BEADING  EXERCISE. 


200  ART  OF   PHONOGRAPHY. 

^     </•      o/^      J.       t        t        >S        ^ 

^ — °     \    S    V 


yp 


"^-   (^- 


7 


''^..  ->^-  V 


/• 


.'^..-^  ...^^. 


ci. 


-v-^ 


FIFTY-FIFTH  WRITING  EXERCISE. 

530.  Joins,  dines,  bones,  gains,  chains,  pence,  coins,  opens, 
attains,  pens,  runs,  pittance,  cheapens,  tokens,  turns,  engines, 
coupons,  organs,  obedience,  burdens,  inference,  appearance, 
Americans,  reverence,  abandons,  brightens,  deference,  curtains, 
blackens,  prudence,  clearance,  darkens,  quickens,  Watkins,  re- 
turns, Florence,  patterns,  entertains,  plans,  bronze,  cleanse, 
trains,  crowns,  prince,  aprons,  groans,  twins,  glance,  adjourns, 
quince,  chums,  occurrence,  entrance,  eloquence,  inclines, chants, 


VOCALIZATION  OP  SPER-STEM8.  201 

pounds,  bonds,  rents,  joints,  kinds,  attends,  appoints,  enchants, 
repents,  legends,  torrents,  patents,  dividends,  brigands,  appli- 
cants, painters,  renders,  tenders,  canters,  encounters,  engen- 
ders, prints,  brands,  grounds,  plants,  blinds,  acquaints,  plun- 
ders, printers,  glanders,  spins,  stains,  skeins,  saddens,  sirens, 
spurns,  surgeons,  dispense,  response,  distance,  expense,  ab- 
stains, instance,  substance,  resistance,  subsistence,  seconds, 
extends,  stands,  surrounds,  responds,  discounts,  incidents,  un- 
derstands, sequence,  surrenders,  splints,  squanders,  squints, 
splendors.  , 

531.  Tenses,  pounces,  rinses,  chances,  dances,  Kansas, 
bronzes,  cleanses,  appliances,  occurrences,  glances,  cadences, 
residences,  inferences,  references,  chanced,  bounced,  rinsed, 
danced,  against,  trounced,  glanced,  bronzed,  entranced,  punster, 
consternation,  standstill,  spinster. 

[Chintz,  jaunts,  taunts,  tents,  daunts,  dents,  point-s,  paints, 
appends,  bounds,  bends,  counts,  rounds;  pounders,  binders, 
counters,  rounders,  blends,  grants,  grinds,  grunts,  relents, 
strands,  sprints,  blinders,  blunders,  stones,  splinters,  jounces, 
audiences,  remittances,  jounced.] 

LESSON  XLVII. 
VOCALIZATION  OF   SPER-STEMS. 

532.  Stems  of  the  Sper-series  are  vocalized  the  same 
as  Er-hook  stems  (404). 

533.  Order  of  Reading.— When  a  vowel-sign  stands 
before  a  stem  of  this  series,  as  in  the  words  suitor, 
cedar,  saber,  secrecy,  stoker,  etc.,  the  circle  or  loop  is 
sounded  first;  then  the  vowel;  next  the  stem;  and, 
following  that,  the  implied  hook. 

Examples : 

t :i ^  ...V 

strive      street      sprint     sprinter     cider     sabered       stupor 


202  ART  OP  PHONOGRAPHY. 

ENS  AND  SPER  STEMS  IN  THE  MIDDLE  OP 
WORt)S. 

534.  Rule  for  Ens-Stems.— Stems  of  the  Ens-series 
are  never  joined  before  a  straight  stem,  and  before 
curved  stems  only  when  the  junction  will  permit  the 
circle  to  be  turned  on  the  back  of  the  curve.  In  all 
other  cases  either  both  the  hook  and  circle  must  be 
distinctly  formed,  or  the  consonant  n  must  be  written 
with  its  stem -sign. 

535.  Rule  for  Sper-Stems. — Stems  of  the  Sper-series 
(the  Er-hook  being  implied)  may  be  used  after  other 
straight  stems.  But  whenever  it  is  convenient  to  do 
so,  it  is  better  to  indicate  both  circle  and  hook. 

Examples : 


•=    ^ 


prancing  Johnsonian  dispensatory  density  disagree  execration 
FIFTY-SIXTH  READING  EXERCISE. 

"^  -7  ^  -^^  --X  "n 
.^z:-...'Y..r::^-..r-)..^^_^..,i^  l^ 


IMPLIED  EN  AND  EB  HOOKS. 


203 


!__..  Up   U-   ^•...^-..^/Tr...r:>T-^. 


FIFTY-SIXTH  WRITING  EXERCISE. 

536.  Stray,  spry,  seeker,  straw,  sadder,  spray,  saber,  suitor, 
cedar,  supper,  cigar,  strike,  stream,  sprig,  stretch,  stroll,  spread, 
soprano,  strap,  strong,  spring,  scratch,  scrape,  supreme,  scourge, 
cigarette,  security,  scrub,  scraggy,  scrawny,  scream,  scroll, 
secrecy,  skirmish,  strange,  stricken,  strength,  structure,  super- 
fine, stretcher,  scripture,  striker,  supervision,  scraper,  scruple, 


204  ART  OF   PHONOGRAPHY. 

strainer,  struggle,  scribble,  sparkle,  scrivener,  scramble,  sprain, 
sojourn,  strewn,  screen,  strive,  separation,  strife,  separator, 
suppression,  secretion,  strict,  separated,  sacrament,  screeched, 
striven,  scarlet,  sprouted,  sacrifice,  super%'ise,  straight,  Socrates, 
sprout,  sobered,  strut,  sacred,  separate,  strategy,  secretary, 
strand,  sprightly,  secretly,  screened,  stress,  sprained,  suppress, 
sojourned,  spruce,  suppressed,  supercede,  superstitious,  screens, 
strains,  strands,  sprains,  stitcher,  stopper,  stagger,  sister, 
stager,  stoker,  cistern. 

537.  Dancing,  boneset,  ransom,  chancing,  pouncing,  gain- 
said, Jasper,  discretion,  disagree,  discourse,  moisture,  mas- 
sacre, chemistry,  gesture,  vesper,  mixture,  disapprove,  prosper, 
mastered,  express,  restrain,  rescription,  excursion,  bowspi'it, 
misprint,  disbursement,  reciprocity. 

LESSON  XL VIII. 
CIRCLES  AND  LOOPS  JOINED  TOGETHER. 

538.  The  circles  and  loops  maj^  be  combiu ed  together 
in  various  ways,  according  to  the  requirements  of  the 
case  and  the  convenience  of  the  writer. 

539.  Breve-s  Joined  After. — The  small  circle  may  be 
added  after  the  large  circle,  and  after  either  of  the 
loops,  by  striking  it  just  on  the  other  side  of  the  stem. 
Examples : 

v» 

abscesses      joists         fists       posters       masters       canisters 

540.  Breve  es  or  est  Followed  by  a  Loop. — A  loop  may 
be  added  after  the  small  circle  or  another  small  loop 
in  the  manner  here  shown  : 

V  V 

>^  y-^       ~^  "^               0^                     '"'                J.     J        ^"°^ 
...or ...or.r....^  ^^.-.  ^-J=»  ^^        dorfl      

nicest  wisest       loosest  grossest      densest  castest 


CIRCLES  AND  LOOPS  JOINED  TOGETHER.         205 
FIFTY-SEVENTH  READING  EXERCISE. 

i  i-  k  \  4-  X  X  ..?^^..!:^..r^ 

a-  t-  t   t-..^...>i  ^. .•:<!=. ^ 
../'.../'.  N,    N.     ^    ^  ...v^ 


206  ART  OF  PHONOGRAPHY. 


FIFTY-SEVENTH  WRITINU  EXERCISE. 

541.  Recesses,  possesses,  capsizes,  excesses,  emphasizes,  ex- 
ercises, successes. 

542.  Tastes,  dusts,  boasts,  casts,  chests,  pests,  beasts,  ac- 
costs, adjusts,  ghosts,  wrists,  attests,  rests,  feasts,  nests,  masts, 
fasts,  vests,  wastes,  lists,  assists,  hosts,  arrests,  texts,  digests, 
divests,  artists,  outposts,  tourists,  chemists,  detests,  royalists, 
forests,  amethysts,  methodists,  theorists,  alarmists,  molests, 
infests,  druggists,  florists,  anarchists,  priests,  crests,  thirsts, 
trusts,  thrusts,  blasts,  vocalists,  enlists,  moralists,  frosts. 

543.  Testers,  pastors,  boasters,  jesters,  dusters,  roasters,  cast- 
ers, adjusters,  pastor's,  coasters,  pastors',  pesters,  punsters, 
visitors,  musters,  fosters,  shysters,  bolsters,  dabsters,  gamesters, 
barristers,  teamsters,  registers,  investors,  lobsters,  foresters, 
ministers,  flusters,  songsters,  blusters,  cloisters,  downstairs, 
solicitors,  back-stairs,  upstairs. 

544.  Basest,  fiercest,  praisest,  choicest,  raisest,  closest. 


CIRCLES  AND  LOOPS  IN  ABBREVIATIONS  AND 
PHRASES. 

545.  Abbreviations. — Each  of  the  following  abbre- 
viations contains  a  circle  or  loop : 


I 


.r^ 


CIRCLES  AND  LOOPS  JOINED.  207 


"-^-^-v^ 


Key. —  (1.  1).  As,  has,  is,  his,  first  (833),  possible-y,  because, 
horse,  insiirance,  special,  spoke,  speak,  (2)  signify,  single,  simi- 
larity, similar,  remembrance,  sympathy,  something,  somewhere, 
somewhat,  December,  (3)  Massachusetts,  misdemeanor,  mis- 
take, mistook,  mistaken,  domestic,  aristocracy,  savings-bank, 
circumstantial,  (4)  southern,  suggestion,  subjection,  September, 
satisfactory,  certificate,  understood,  San  Francisco,  distinct, 
youngest,  first  (833),  (5)  next,  longest,  amongst,  almost,  circum- 
stance, describe,  described,  description,  surprise,  experience, 
intelligence,  (6)  responsible,  responsibility,  indispensable,  super- 
ficial, consequence.  United  States. 

546.  Breve-s  ia  Phrases. —  The  words  as,  Jias,  is,  and 
Ms,  and  us  after  breves,  may  be  added  by  breve-s. 

547.  Breve-sez  in  Phrases. —  The  words  as,  has,  is,  and 
his  may  be  added  by  changing  breve-s  to  breve-sez. 

548.  Breve-est  in  Phrases. —  The  words  the,  it,  and  to 
may  be  added  bj"  changing  breve-s  to  breve-est. 

549.  Breve-ster  in  Phrases. —  The  words  there,  their, 
and  tliey-are  vndiy  be  added  by  changing  breve-s  to 
breve-ster.  The  word  store  is  also  sometimes  written 
with  breve-ster.  For  additional  use  of  this  breve,  see 
the  word  other  under  Phraseography. 

Examples : 

^_  ^  r  "^  .V  L         o  o  o 

,        ,       ^   ^   ^  ,^,00 

^  o         •  /|v 


208 


ART  OF  PHONOGRAPHY. 


Key. —  (1.  1).  As  fast  as,  as  much  as,  as  well  as,  has  not,  has 
been,  it  is  not,  his  own,  as  has,  as  is,  as  his,  is  as,  is  his,  (2)  as 
soon  as,  this  has  been,  it  is  said,  as  the,  as  to,  as  it  is,  is  the,  is 
to,  is  it  as,  it  is  the  next,  that  is  to  say ;  as  their,  as  there  is,  is 
their,  is  there  not,  (3)  because  there  is,  where  is  there ;  book 
store,  segar  store,  shoe  store,  dry  goods  store,  clothing  store. 

550.  How  the  Detached  Breves  are  made. —  In  writing 
the  detached  circle  and  loop  breves,  begin  at  the 
upper  right  hand  part,  and  move  the  pen  over  to 
the  left.  The  direction  should  be  opposite  to  that  of 
the  hands  of  a  watch,  as  you  look  at  it. 


EXERCISES  ON  THE  CIRCLES. 

FIFTY-EIGHTH  BEADING  EXERCISE. 


EXERCISES   ON  THE  CIRCLES.  209 


FIFTY-EIGHTH  WRITING  EXERCISE. 

551.  A  Quixotic  old  man  from  Nova  Scotia  thought  his  name 
was  Christopher  Columbus.  Thomas  Davis  has  a  nice  house 
close  by  ours.  Mr.  Morris  comes  from  Boston  every  Tuesday 
and  goes  back  Saturday.  Shrewsbury  oj'sters  resemble  gold 
slightly  but  will  hardly  pass  as  such.  A  villainous  rascal  from 
Elizabeth  pursued  the  dismal  damsel  through  the  swampy  pasture. 
Miss  Sarah  Smith  lives  in  Cincinnati  but  occasionally  spends  six 
months  in  Kansas  City,  Missouri.  Syracuse,  a  city  situated  in 
Central  New  York,  is  celebrated  for  its  salt  works.  Some  mis- 
chievous boys  disturbed  a  nest  of  venomous  wasps,  and  they 
stung  Mrs.  Thomas  and  the  Misses  Matthews  most  terribly.  Mr. 
Pasko,  though  not  a  pessimist,  thinks  and  says  the  pesky  mo- 
squito is  a  positive  annoyance.  Grass  grows  fast  after  summer 
rains.  The  supply  of  summer  squash  is  almost  exhausted.  The 
J4 


210  ART  OF  PHONOGRAPHY. 

execution  was  retiirned.  unsatisfied.  The  soldier  took  his  knap- 
sack from  his  back.  Counsel  for  plaintiffs  moves  for  a  nonsuit. 
The  codicil  makes  James  Jones  sole  residuary  legatee.  After 
rations  sometimes  come  orations. 

LESSON  XLIX. 
CURLS  FOR  THE  NASALS  EN  AND  INO. 

FINAL  CURLS. 

552.  The  En-curl. —  The  consonant  n  may  be  added 
after  final  breves  es,  est,  and  ster,  by  continuing  the 
circle  or  loop  beyond  the  point  of  its  finish,  and  form- 
ing a  small  semicircular  curl  on  the  opposite  side 
of  the  outline  to  vvhicli  it  is  joined. 

553.  The  Ing-curl. — After  the  loops  (breves  est  and 
ster)  this  same  curl-sign  may  also  be  employed,  with- 
out danger  of  ambiguity,  to  indicate  the  syllable  ing. 
That  is  to  say,  if  care  is  taken  to  use  the  curl  after 
breve-s  always  for  n  —  never  for  ing  —  it  may  be  em- 
ployed indiscriminately  for  n  and  ing  after  both  the 
loops ;  and  the  results  wiU  take  care  of  themselves. 

554.  The  Reason  of  this  is  the  fact  that  proper  names  seldom 
if  ever  terminate  in  "  s-t-i-n-g,"  but  occasionally  do  in  "  s-t-o-n"; 
while  words  that  are  not  proper  names,  with  one  exception  (pis- 
ton), never  end  in  "  s-t-o-n,"  but  very  frequently  do  end  in 
"  8-t-i-n-g."  Now,  as  ordinary  words  and  proper  names  are  al- 
ways easily  distinguishable  from  each  other  by  the  context,  it 
follows  that  this  dual  use  of  the  curl  (for  n  and  ing)  can  do  no 
possible  harm,  and,  at  the  same  time,  will  furnish  a  large  num- 
ber of  greatly  improved  word-outlines. 

555.  Used  Medially  and  with  Final  Breve-s. — The  final 
curl  may  be  used  in  the  middle  of  outlines,  and  may 
take  on  the  breve-s,  as  in  the  formation  of  plurals,  the 
possessive  case,  and  the  present  tense  of  verbs. 


CURLS  FOR  THE  NASALS  EN  AND  ING.     211 

556.  Curl  for  "ing"  in  Final  Hooks.— The  use  of  the  ciirl 
for  ing  is  also  allowable,  in  a  few  cases,  in  connection  with 
final  hooks,  even  when  there  is  no  circle  intervening.  The  curl 
may  be  turned  either  on  the  outside  or  on  the  inside  of  the  tip 
of  the  hook.  This  use  of  the  curl  on  hooks  for  final  ing  should 
only  be  resorted  to  when  the  position  of  the  hook  precludes  the 
joining  of  the  stem  Ing. 

Ilxamples : 

chasten  seizin  prison  Henderson  Peterson  Preston    western 
coasting  feasting  mustering  masonry  dozens  Wilson's  listens 

-v -^-  ^   ^    ^    v^ 

puissance    castings  referring  serving  apportioning  pensioning 
FIFTY-NINTH  READING  EXERCISE. 

J~   i- . }:. .  .^. .  .\ .  Z^.  _^..  <^  ^  .^ 


^«JX.>.w,.^  — .■>. 


212  ART   OF  PHONOGRAPHY. 


FIFTY-NINTH  WRITING  EXERCISE. 

« 

557.  Dozen,  poison,  oxen,  rosin,  risen,  chosen,  basin,  cousin, 
raisin,  Addison,  cozen,  fasten,  Orson,  weazen,  mason,  liyson, 
loosen,  moisten,  mizzen,  lesson,  assassin,  arisen,  Amazon,  Jack- 
son, vixen,  Madison,  damson,  venison,  tocsin,  moccasin,  Rem- 
sen,  Jamieson,  diocesan,  person,  blazon,  Gleason,  frozen,  treason, 
Emerson,  brazen,  christen,  glisten,  flaxen,  imprison,  Jefferson, 
crimson,  emblazon,  mizzenmast,  messenger,  arsenic,  eleemosy- 
nary, Watson,  Wattersou,  medicine,  jetson.  Wesson,  flotson, 
Hudson,  gi'andson,  Samson,  Saxon,  Stimson,  Johnson,  Patterson, 
Princeton,  Hanson,  Benson,  Wisconsin. 

Posting,  resting,  hoisting,  easting,  attesting,  assisting,  burst- 
ing, frosting,  investing,  interesting,  blasting,  requesting,  foster- 
ing, disgusting,  pestering,  dozens,  fastens,  license,  cousins, 
Thompson's,  hustings,  hastens,  poisons. 

[Atchison,  chasten,  Jason,  Edson,  Edison,  bison,  boatswain 
(bos'n),  cozen,  reason,  resin,  Anson,  arson,  hasten,  listen,  Dob- 
son,  Dixon,  denizen,  bedizen,  parson,  benison,  prison,  Nixon, 
Tennyson,  Robinson,  Nicholson,  Richardson,  Robertson,  Mor- 
rison, Manson,  Anderson,  Clarkson,  Atkinson,  Cuthbertson, 
artisan,  nonsense. 

Jesting,  toasting,  dusting,  pasting,  basting,  boasting,  accost- 
ing, coasting,  roasting,  roosting,  fasting,  feasting,  aiTcsting, 
wasting,  lasting,  listing,  ballasting,  molesting,  outlasting,  di- 
vesting, infesting,  twisting,  festering,  mustering,  bolstering, 
registering,  arsenal.] 


CURLS  FOR  THE  NASALS  EN  AND  ING.  213 

LESSON  L. 

INITIAL  CURLS. 

558.  Curl  for  "in,"  "en,"  or  "nn."— Before  the  initial 
breve-s  of  any  stem  of  the  Sper-series  (527,  528),  and 
before  an  initial  breve-s  on  any  curved  stem  that  is 
formed  by  a  movement  corresponding  with  that  of 
the  hands  of  a  clock,  as  Ish,  Es,  Er,  Em,  Lee,  etc. 
(125),  either  in,  en,  or  un,  may  be  joined  by  a  enrl 
turned  on  the  opposite  side  from  the  circle.  Exam- 
ples: 

instruct  inseparable  inscribe  unceremonious  unseenaly  enslave 

559.  Carl  for  "  in  ",  etc.,  in  Hooks. —  Because  of  the 
impossibility  of  joining  the  stem  En  before  Fel,  Vel, 
Twee,  and  Dwee,  it  is  allowable,  in  order  to  secure 
briefer  and  better  outlines  for  certain  words,  to  pre- 
fix either  in,  en,  or  nn  to  those  and  other  stems  by 
means  of  an  initial  curl  turned  on  the  inside  of  the 
hooks  (903).    Examples : 

inflame     involve     envelop      unfledged      untwist      indwell 
SIXTIETH  READING  EXERCISE. 


214  ART  OP  PHONOGRAPHY. 

SIXTIETH  WEITLNG  EXERCISE. 

560.  Instructive,  instructor,  inspire,  instructed,  inspiring,  in- 
strument, instructing,  inspired,  instruction,  instrumentation, 
inspirited,  inspiration,  inscribing,  insecure,  insuperable,  inse- 
curity, inscrutable,  insecurely,  incise,  insomnia,  insulation,  insu- 
late, insulted,  insatiable,  insulator,  insolence,  insular,  incised,  in- 
solent, enslavement,  unstring,  unscrewed,  unstrung,  unstrained, 
unscrewing,  unscrew,  unstratified,  unscrupulous,  unsportsman- 
like, unsociable,  unceremoniously,  unscriptural. 

Inflammatory,  inflaming,  inflate,  inflation,  inflamed,  inflam- 
mable, inflected,  inflating,  inflexible,  infliction,  influx,  inflict, 
influenza,  invalid,  invalidity,  invaluable,  invalidate,  involved, 
unflagging,  enveloped,  untwisting,  involuntarj',  invulnerable, 
unflinching,  envelopment,  involution. 

[Inflame,  inflamer,  inflammability,  inflammation,  inflatable, 
inflated,  inflationist  (-St  struck  upward),  inflatus,  inflect,  inflec- 
tion, inflectional,  inflex,  inflorescence,  inflow,  invalid,  invalida- 
tion, involucre,  involute,  involvedness,  involvement,  unfledged, 
unflesh,  unfleshly,  unassailable.] 


THE  ISHUN  HOOK.  215 

LESSON  LI. 
THE  ISHUN  HOOK. 

561.  Shun-hook  and  Breve-s. —  A  hook  joined  after 
a  final  breve-s,  and  turned  on  the  same  side  of  the 
stem  as  the  circle,  represents  the  terminal  syllables 
tshun,  izhuu,  dshun,  and  eshun,  in  such  words  as  posi- 
tion, physician,  recision,  pulsation,  possession,  etc. 

562.  Name  of  Hook. —  This  hook,  thus  joined  after  breve-s, 
is  called  the  "  Ishun-hook."  It  is  the  same  as  the  Shun-hook 
with  a  circle  included,  except  that,  not  being  required  for  str 
(516),  it  is  also  used  for  Ishun  on  the  Ter-hook  side  of  ens- 
stenas. 

563.  Size  of  the  Ishun-hook. —  The  Ishun-hook  may  be  made 
the  size  of  the  Shun-hook;  but  as  it  can  be  mistaken  for  no 
other  hook,  it  is  allowable  to  reduce  its  proportions  a  little,  ac- 
cording to  the  taste  or  convenience  of  the  writer. 

Examples : 

,     -N^ -^-^  k  ^  ^ 

position  incision  taxation  dispensation  concession  procession 

564.  Used  Medially. —  The  Ishun-hook  is  sometimes  fol- 
lowed, in  the  same  outline,  by  a  stem-sign,  and  also  by  breve-s. 
See  last  four  words  in  the  reading  exercise. 

sixty-first'  reading  exercise. 

> 


•      V 


216  ART  OP  PHONOGRAPHY. 

,  SIXTY-FIRST  WRITING  EXERCISE. 

565.  Possession,  excision,  recision,  decision,  accession,  cessa- 
tion, position,  musician,  physician,  deposition,  pulsation,  lux- 
ation, imposition,  repossession,  vexation,  annexation,  canoni- 
zation, authorization,  relaxation,  acquisition,  precision,  equali- 
zation, proposition,  colonization,  inquisition,  interposition,  meta- 
physician, malversation,  intercession,  pulverization,  requisition, 
naturalization,  succession,  disposition,  supposition,  sensation, 
exposition,  symbolization,  crystallization,  solemnization,  cica- 
trization, processional,  sensational,  processions,  transitional. 

[Disquisition,  juxtaposition,  preposition,  apposition,  indis- 
position (Nds-Pzshn^),  extravasation  (sTr'-^-Vsshn),  inspissa- 
tion,  recession,  precession,  abscission,  laxation,  malaxation, 
fixation,  elixation,  spiritualization,  organization,  alcoholization, 
amortization.] 


PART   FOURTH. 

ABBREVIATION,  WORD-FORMS,  ETC. 

LESSON  LII. 

BREVE    SIGNS   FOR  WAY,  YAY,  AND   HAY. 

566.  Besides  the  heavy  stems  Wa\',  Yay,  and  Hay, 

for  the  sounds  of  w,  y,  and  /*,  breve-signs  for  writing 
these  consonants  are  also  provided  as  follows : 

567.  Breve-way. — W  may  be  written  with  a  small 
semicircle,  attached  to  a  consonant-stem,  and  opening 
either  to  the  right  or  to  the  left,  according  to  which 
position  gives  the  easiest  junction  with  such  stem. 
When  used  initially,  except  before  horizontals,  it  is 
generally  made  to  open  rightward.  But  in  the  mid- 
dle of  outlines,  it  is  frequently  turned  the  other  way. 
This  sign  is  usually  called  "  Breve- way." 

568.  Breve-yay. —  Y  may  be  written  with  a  small 
semicircle,  attached  to  a  consonant-stem,  but  opening 
either  upward  or  downward,  according  to  which  posi- 
tion gives  the  easiest  junction  with  such  stem.  This 
sign  is  usually  called  "  Breve-yay." 

Examples : 

wage    wig    worry  wing     wiggle    youth  yoke  yarrow    yank 

217 


218  ART  OF   PHONOGRAPHY. 

569.  Brev6-hay. —  H  may  be  written  with  a  short, 
light  tick-sign,  attached  to  a  consonant-stem  at  either 
end,  being  made  either  perpendicular  or  horizontal, 
according  to  which  position  gives  the  easiest  junction 
with  such  stem.  Used  initially  before  the  stems  En 
and  Ingwith  simple  beginnings,  it  is  struck  vertically 
upward.  It  is  also  written  upward  in  the  middle  of 
the  outlines  of  a  few  words,  to  avoid  using  the  stem 
Hay.  This  sign  is  usually  called  '^  Breve-hay."  Ex- 
amples : 

hedge  hook    hurry  hush    hum  hole  honey  hang  hurl   hovel 

570.  Breve-hay  before  Initial  Hooks.— ^Tjile  it  makes  no 
difference,  so  far  as  principle  is  concerned,  which  direction 
(pei-pendicular  or  horizontal)  is  given  to  breve-hay  before  stems 
with  initial  hooks,  in  practice  it  is  found  that  the  one  which 
makes  the  sharpest  angle  of  junction  with  the  hook  usually 
gives  the  best  results.  This  is  invariably  true  of  the  small 
hooks,  but  not  of  the  large  hooks.  The  downward  breve  should 
be  used  before  Chel,  Jel,  Cher,  Jer,  Tel,  Del,  Ter,  Der,  Pel,  Bel, 
Per,  Ber,  Pel,  Vel,  Per,  Ver,  Sher,  Zher,  Es'r,  Zer,  Nel,  Ing'l ; 
the  rightward  breve,  before  Kel,  Gel,  Ker,  Ger,  Reel,  Mer,  Ner, 
Ing'r,  Ish'l,  Zhel,  Ess'l,  and  Zel;  and  the  upward  breve  before 
Mel. 

571.  Stem-signs  instead  of  Breves.—  At  the  beginning  of 
outlines  of  words  with  initial  vowels,  and  at  the  finish  of  out- 
lines of  words  that  end  with  vowel-sounds,  as  a  rule  the  stem- 
signs  of  these  consonants  must  be  used  and  not  the  breves ;  as 
the  words  awake,  Owego,  Oivosso,  Ayora,  Ahem,  Ahab,  O^Hara; 
Kanawha,  Himalaya,  somehoir,  Lehigh,  Mayhew,  etc. 

572.  Before  S  or  z  Sound. —  So,  too,  before  the  consonant  s 
or  z,  the  stem-signs  are  generally  used,  as  in  the  words  wise, 
wasp,  west,  yes,  usage,  house,  haze,  hasp,  husk,  Hazlitt,  hustle, 
hostler,  huzza,  hussy,  hazy,  etc.  There  are,  however,  a  few  ex- 
ceptions, such  as  hospital  and  husband,  with  their  derivatives, 
whose  outlines  begin   with  downward  breve-hay  followed  by 


BREVE  SIGNS  FOR  WAY,  YAY,  AND  HAY.         219 

breve-8,  although  there  is  no  place  in  which  to  write  the  sign  of 
the  intervening  vowel. 

573.  It  is  optional  with  writers  whether  they  employ  the  stem 
or  the  breve  sign  for  h  before  En  and  Ing  with  simple  beginnings, 
as  in  writing  the  words  /H"w<7e,  hang,  etc.  But  if  the  breve  is 
used  it  should  be  struck  vertically  upward ;  or,  if  it  be  inclined 
at  all,  it  should  be  toward  the  slant  of  Pee  rather  than  toward 
that  of  Chay. 

574.  The  rule  that  stem  /,  when  standing  alone,  should  be 
written  upward  (86),  does  not  apply  when  it  is  preceded  by 
breve-hay  (312).     See  outlines  of  hall,  hale,  etc. 

575.  Dot-sign  for  Hay. — Before  the  stems  Pee  and 
Bee  at  the  beginning  of  words,  and  occasionally  be- 
fore those  and  other  stems  in  the  middle  of  words,  h 
may  be  written  with  a  light  dot  placed  near  the  suc- 
ceeding vowel.  This  sign  is  called  "  Dot-hay "  or 
"  Hay-dot."    Examples : 

happy      hop        heap     hope     hub      mishap      apprehension 

576.  Breve-way  for  Syllable  "way." — Breve- way, 
however,  notwithstanding  the  general  rule  at  571, 
may  sometimes  be  used  to  represent  the  terminal  syl- 
lable way,  especially  when  it  will  make  a  better  junc- 
tion with  the  preceding  consonant  sign  than  the  stem 
Way ;  as  in  the  outlines  of  the  words  gate-way,  by- 
way, headway,  Rocl'away,  etc. 

577.  Breve-yay  for  Syllable  "U." — Breve-yay,  be- 
sides representing  the  simple  consonant  y,  is  frequently 
used  for  the  sound  u,  when  it  alone  forms  a  distinct 
syllable ;  as  in  the  words  utility,  eu-logy,  eu-phony,  em- 
u-late, er-u-dition,  U-tica,  U-lysses,  etc. 

578.  "Uation." — Breve-yay  and  the  Shun-hook  may 
be  blended  together,  to  represent  the  termination  ua- 
tion,  in  such  words  as  valuation,  insinuation,  etc.,  in  the 


220  ART  OF  PHONOGRAPHY. 

manner  shown  in  the  outlines  of  those  words  in  the 
reading  exercise. 

579.  Breve-s  may  be  Joined  to  breves  way  and  yay, 
both  initially  and  flually,  by  turning  the  circle  inside 
of  the  semi-circle;  as  shown  in  the  words  switch, 
Sweden,  hy-ways,  values,  etc.,  in  the  reading  exercise. 

580.  Breve-hay  may  be  Joined  initially  to  breve-way, 
in  words  like  wJiiff,  wlieaten,  Whedon,  whirl,  etc.  But 
generally  in  such  cases  the  outlines  are  sufficiently 
complete  for  legibility  with  the  aspirate  omitted. 

581.  Hook-breve  for  W  on  Lee.— A  more  facile  form 
than  Wei  (414,  417)  for  the  combination  tvl,  in  writ- 
ing such  words  as  well,  tvealth,  will  (n.),  ivelcome,  Walter, 
etc.,  is  provided  by  using  Lee  with  a  large  initial  hook 
for  ivl.  In  form  it  is  identical  with  Leel  (417) ;  but 
as  Leel  is  seldom  used,  except  in  words  commencing 
with  il  (782),  no  conflict  can  arise  from  employing 
the  stem  for  both  II  and  wl.  And  by  so  doing  we  ob- 
tain a  desirable  means  of  distinguishing  by  difference 
of  outline  as  well  as  of  position  such  opposites  as  ill, 
ivell — ill-hred,  well-bred — ill-favored,  well-favored,  etc. 

582.  Name. —  The  name  for  this  character  is  Weel. 

583.  "  WH." —  The  horizontal  breve  for  /;  may  be  joined  ini- 
tially to  the  stem  Weel,  in  the  outlines  of  such  words  as  whale, 
Wheel,  etc. 

584.  The  aspirate  may  als  i  be  prefixed  to  Weel  by  shading 
the  hook.    In  practice,  however,  the  7;  need  seldom  be  indicated. 

585.  Dot  Sign  for  "Ing."— The  terminal  syllable 
ing  is  sometimes  written  with  a  light  dot  placed  at 
the  end  of  the  preceding  consonant-stem. 

586.  Name  and  Use.—  This  sign  is  called  ' ' Dot-ing "  or  " Ing- 
dot."  It  is  used  principallj'  after  shortened  Tee,  Dee,  Pee, 
Bee,  El,  Yay,  Em.  and  Hay,  as  in  the  words  trotting,  deeding, 
spiting,  hedding,  folding,  yachting,  meeting,  hating ;  occasionally 
after  shortened  Chay,  Jay,  Kay,  and  Gay,  and  after  abbrevia- 


BREVE  SIGNS  FOR   WAY,   YAY,   AND  HAY.         221 

tioas,  as  in  the  words  parting,  coming,  discharging,  remarking, 
belonging,  etc. 

587.  The  Dot-ing  may  also  be  used  for  the  purpose  of  shorten- 
ing outlines  that  would  otherwise  be  inconveniently  long ;  as 
the  outlines  of  the  words  admonishing,  indemnifying,  etc. 

588.  The  Syllable  "Ings,"  under  circunc! stances  like 
those  stated  in  paragraph  586,  may  be  indicated  by 
substituting  breve-s  for  the  Ing-dot ;  as  in  the  words 
meetings,  partings,  belongings,  etc. 

Examples : 

V         o-  V         ■'^» s^ 

petting   bleediag     hooting     believing  beginnings  building.^ 
SIXTY-SECOND  READING  EXERCISE. 

^.j-^-.v. ,..-/...^...^ 

■1-  ..'">L>.;:)..3  ..r:..^.. 


222  ART   OF   PHONOGRAPHY. 

i^ /....^...:-rx- 

■T'-^  " ••  ■•  ^ 


■C^- 


-,  ."^....D:...'^....r:^;...'r\'^r:^:. 


^  -:]--^-X^^-^ 


SV 


....r  ^ 


^ 


-] 


\^--Y 


^  ^ 


'-  1-1  ,-   : 


■\ 


% 


„:t>:,.r-;...r^:..:. 


BBEVE  ^IGNS  FOR  WAY,  YAY,  AND  HAY.         223 


SIXTY-SECOND  WETTING  EXEECISE. 

589.  Wedge,  wide,  weep,  walk,  wag,  watch,  week,  web, 
weighty,  widow,  wake,  weak,  withe,  woof,  wish,  wave,  wife, 
weary,  wedding,  warren,  width,  wooden,  wagon,  widen,  weaken, 
waive,  woven,  wages,  wax,  washes,  woman,  woods,  weaves,  Web- 
ster, bewitch,  Lockwood,  waggle,  washing,  keen-witted,  zou- 
ave, assuage,  oiitwear,  Schwartz. 

Yesso,  Yazoo,  yam,  yawp,  yore,  yellow,  yelp,  yankee,  Yeddo, 
Yadkin. 


224  ART  OF  PHONOGRAPHY. 

Huge,  Hayti,  hog,  hall,  hull,  heath,  hatch,  haughty,  hawk, 
hero,  hill,  hale,  haul,  hail,  hive,  Heine,  hash,  ham,  hollow,  hal- 
loo, Hume,  holy,  whey,  hung,  hoof,  hove,  hiccough,  harp,  hor- 
rify, heresy,  healing,  hackney,  havoc,  hearth,  harangue,  howl- 
ing, Havana,  hinge,  homage,  hammock,  haunch,  homeopathy, 
hank,  hemorrhage,  hemj),  Hanover,  hidden,  heathen,  haven, 
Helen,  hyphen,  heighten,  horn,  human,  Hawthorne,  hector,  Han- 
nibal, Hamlin,  Hampton,  Hamilton,  hempen,  hatchel,  hobble, 
hydra,  hackle,  haply,  Hebrew,  hover,  heifer,  Henry,  hammer, 
hosiery,  hanger,  humor,  hedged,  wheat,  hanged,  humid,  herald, 
hatred,  hazardous,  hideous,  hazard,  haberdasher,  hoax,  heaves, 
heinous,  harass,  hearse,  unhook,  inhere,  unhitch,  unholy,  may- 
hem, inhale,  Manhattan,  inherent,  Hottentot,  humidity,  Harri- 
son, hereditary,  hemisphere,  horizon,  horizontal.  City-hall,  homi- 
cide, hemstitch,  holiness,  hogshead,  homestead.  Tomahawk,  Ma- 
honey,  Gehenna,  Mohawk,  beehive,  quahaug. 

Hip,  Hebe,  hap,  hoop,  hobby,  happiness,  hopeful,  happen,  hy- 
pocrisy, habitation,  habitually,  inhabit,  habitual,  inhabitants, 
unhappy,  hapless,  whoop. 

Highway,  gateway,  midway,  Hathaway,  alley-way,  milky-way, 
by-way,  Eockaway,  headway,  hallway,  half-way,  pathway,  Utah, 
Europe,  unique,  Utica,  euphony,  Eugene,  occupation,  Eugenia, 
attenuated,  erudition,  mortuary,  emulate,  estuarj-,  Ulysses,  value, 
eulogistic,  attenuation,  infatuation,  valuation,  accentuation,  in- 
sinuation, swage,  Sweden,  switch,  sweaty,  swash,  swathe,  swath, 
swift,  values,  by-ways,  wheaten,  whirl,  whiflF,  Whedon. 

Doubting,  boating,  yachting,  hating,  putting,  trading,  meet- 
ing, estimating,  elaborating,  folding,  protruding,  strutting,  meet- 
ings, separating,  beatings,  headings,  astonishing,  beginning, 
acknowledging,  becoming,  belonging,  exchanging,  belongings, 
discharging,  correcting,  developing,  differing,  establishing,  col- 
lecting, delivering,  describing,  endeavoring,  giving,  neglecting, 
parting,  publishing,  remarking,  speaking,  manufacturing,  prac- 
ticing, recollecting,  representing,  thinking,  objecting,  admon- 
ishing. 


ORDINARY  LETTERS  BY  PHONOGRAPHIC  SIGNS.  225 
ORDINARY  LETTERS  BY  PHONOGRAPHIC  SIGNS. 

590.  The  phonographic  equivalents  of  the  letters  of  the 
ordinary  English  alphabet,  as  they  are  variously  sounded  in 
words  of  the  language,  are  shown  in  the  table  below.  A  few 
instances  that  are  rare  or  exceptional  have  been  purposely 
omitted.  The  table  will  be  found  convenient  for  reference, 
and  a  careful  study  of  it  will  aid  learners  considerably  In  deter- 
mining the  correct  pronunciation  of  words,  from  the  way  their 
sounds  are  indicated  in  the  dictionaries. 

591.  The  regular  Phonographic  Vowel-Scale  of  only  sixteen 
signs  (see  p.  36)  falls  a  little  short  of  providing  a  sign  for  every 
vowel-sound  in  the  language ;  hence  it  becomes  necessary  in  a 
few  instances  to  employ  a  single  vowel-sign  to  represent  more 
than  one  vowel-sound.  Thus,  the  light  dot  in  the  first-place  is 
used  for  the  three  sounds  of  a  heard  in  the  words  at,  ask,  and 
air ;  the  light  dash  in  the  second-place,  for  the  sounds  of  m  in 
the  words  up  and  fur ;  and  the  heavy  dot  and  heavy  dash  of 
the  second-place  are  made  to  do  duty  for  both  long  and  short 
vowels  (a-a,  o-o),  as  heard  respectively  in  the  words  ale- 
senate,  old-obey. 

592.  Then,  on  the  other  hand,  the  sound  of  e  in  term  (e)  and 
its  precise  equivalent,  the  sound  of  i  in  mirth  (1),  are  pro- 
vided with  two  signs,  the  light  dot  and  light  dash  of  the  second- 
place  ;  it  being  optional  with  the  writer  which  shall  be  used. 
Neither  of  the  signs,  with  its  ordinary  sound,  as  heard  in  met 
or  hut,  exactly  stands  for  the  sound  e-i,  but  as  the  dash-sign 
{vl)  comes  nearer  than  the  dot  (e)  to  representing  the  true  sound 
of  e-f,  the  author  has  leaned  towards  its  use.  Still,  it  is 
largely  a  matter  of  convenience  which  sign  shall  be  employed. 
Some  words  are  more  easily  vocalized  with  the  dash-sign  (li) 
and  others  with  the  dot-sign  (e). 

593.  In  regard  to  the  sound  of  the  letter  x,  in  such  words 
as  exact,  although  lexicographers  usually  give  it  as  gz,  the 
author  is  of  the  opinion  that  it  is  more  properly  pronounced 
kz.  Certain  it  is  that  the  universal  practice  of  phonographers 
of  all  schools  is  to  write  x  with  Kess,  and  never  with  the  heavy 
stem  Gess.  For  examples  of  outlines  of  words  beginning  with 
ex,  see,  on  page  180,  the  words  examine,  executor,  execution,  ex- 
emption, except,  excellent,  examiner,  exposure,  executive,  etc. 

15 


226 


ART  OF  PHONOGRAPHY. 
TABLE  OF  EQUIVALENTS. 


Letter 

.  Sound. 

Word. 

Sign. 

Letter.  Sound. 

Word. 

Sign 

a     for     a      i 

a      ale       by  •; 

g     for    g      in     game    ' 

'     — 

a      ' 

'      a      ' 

*      senate  ' 

'  •: 

g      ' 

'    j     ' 

'      gem      ' 

'     / 

a      ' 

'      a      ' 

*      at          ' 

I  ■', 

g      ' 

'      zh    ' 

'      rouge    ' 

'     J 

a      ' 

'      a      ' 

'      calm     ' 

I  ". 

gh    ' 

'      g      ' 

'      ghost    ' 

'     — 

a      ' 

'      a      ' 

'      ask       ' 

'    '! 

gh    ' 

i      f      < 

'      laugh    ' 

'    V. 

a      ' 

'      a      ' 

'      care      ' 

h      ' 

'      h      ' 

'      hay       ' 

'  ^ 

a      ' 

'      e       ' 

'      any       ' 

h      ' 

'      h      ' 

'      hook     ' 

'    . 

a      ' 

'      a      ' 

'      all 

h      ' 

'      h      ' 

*      hedge  ' 

'     - 

a      ' 

'      a      ' 

'      wasp     ' 

i       * 

'      i       ' 

'      ice        ' 

,       v; 

b      ' 

'      b      ' 

'      bay       ' 

'   \ 

i       ' 

'      I       ' 

'      idea      ' 

v; 

c      ' 

'      k      ' 

'      came     ' 

'  _ 

i       ' 

'      i       ' 

'      it           ' 

'      •: 

c      ' 

'      s       ' 

'      cease    ' 

'    ) 

i       ' 

(       1       ' 

*      mirth    ' 

'  -j'i 

e      ' 

'      sh    ' 

'      ocean    ' 

'  J 

i       ' 

i      Y        < 

*      pique    ' 

'    .i 

c      ' 

'      s       ' 

'      cite       ' 

'         0 

J       ' 

'      J        ' 

'      jam       ' 

'    / 

c      ' 

'      ch    ' 

'      cello     ' 

'  / 

k      ' 

'      k       ' 

'      kick      ' 

'   — 

ch    ' 

'      ch    ' 

*      check   ' 

'  / 

1       ' 

'       1        ' 

'      lay        ' 

<  r 

ch    ' 

«      k      ' 

'      chasm  ' 



m     ' 

'      m     ' 

'      may      ' 

'  ^ 

ch    ' 

'      sh    ' 

'      chaise  ' 

'  y 

n      ' 

'      n      ' 

'      no         ' 

'  ^ 

d      ' 

'      ^    / 

'      day       ' 

'  1 

n      ' 

'      ng    ' 

'      ink        ' 

'  ^ 

d      ' 

'      t      ' 

♦      liked     ' 

'  1 

ng    ' 

'      ng    ' 

'      ring      ' 

'  ^ 

e      ' 

'      e      * 

'      eve       ' 

'    .; 

0       ' 

'      6'     ' 

'      note      * 

'  -i 

e      ' 

•    e      ' 

'      evict     ' 

.; 

0       ' 

'     6      ' 

'      obey     ' 

'  "I 

e      ' 

'      e      ' 

'      met       ' 

0         ' 

'      6      ' 

'      not        ' 

{    I 

e      ' 

'      e      ' 

'      term     ' 

'    -i-i 

0         ' 

'      6      ' 

'      or         ' 

e      * 

'     .1       ' 

'      English' 

0         ' 

'      6       ' 

'      dog       ' 

f      ' 

'      f       ' 

'      fife 

'  V 

o       ' 

'      fi      ' 

'      done     * 

t     -i 

ORDINARY  LETTE 

RS  BY 

p] 

aoN 

OGR 

API 

[IC  SIGNS 

221 

LetUr 

.   SOU7W 

Word. 

Sign. 

Letter. 

Sound. 

Word. 

Siifn 

o     for     0 

in 

move    ' 

_: 

th 

for 

th 

in 

then 

a 

( 

0       * 

9 

(( 

wolf      ' 

<        1 

u 

.< 

u 

a 

tube 

ft 

>'• 

00     ' 

o 

<< 

food      ' 

'     .1 

u 

(1 

n 

i< 

tub 

t( 

-j 

00     ' 

0 

11 

foot      ' 

u 

X 

a 

(1 

urn 

it 

-i 

oi     ' 

oi 

n 

oil 

(     *' 

u 

i< 

1 

it 

busy 

it 

.1 

oy    ' 

oi 

ii 

boy    .  * 

(     <: 

u 

u 

u 

(( 

full 

a 

J 

ow    ' 

ow 

4< 

cow       ' 

J      l; 

u 

(( 

yo 

(( 

use 

it 

c 

ou    " 

ow 

li 

out        ' 

<     l; 

V 

(< 

V 

a 

view 

it 

^ 

p    ' 

P 

n 

pay       ' 

'      \ 

w 

li 

w 

(I 

way 

it 

^ 

ph  ' 

f 

it 

phiz       ' 

'     V 

w 

11 

w 

a 

watch 

it 

c 

q      " 

k 

li 

plaque ' 

w 

<( 

w 

K 

walk 

it 

■3 

qu    " 

kw 

(< 

queen  ' 

'   ci_ 

X 

it 

ks 

u 

wax 

it 

n 

r      " 

r 

a 

roe        ' 

'      y^ 

X 

<< 

kz 

u 

exact 

it 

p 

T        " 

r 

ti 

oar        ' 

'       ^ 

X 

<< 

z 

i( 

xyst 

it 

) 

8        " 

s 

(C- 

say       ' 

'        ) 

y 

It 

y 

a 

you 

a 

r 

8        " 

s 

It 

8pace    ' 

o 

y 

u 

y 

it 

youth 

it 

V 

8        " 

z 

(( 

ease      ' 

'       ) 

y 

<( 

y 

(1 

yam 

it 

A 

8         " 

z 

it 

rose      ' 

o 

y 

(( 

i 

<( 

my 

it 

': 

S         " 

sh 

11 

sure      * 

'  y 

y 

<< 

i 

it 

sylph 

ft 

.1 

8         ' 

zh 

K 

leisure  ' 

'  J 

y 

<( 

e 

it 

myrrh 

It 

-;•: 

t         " 

t 

H 

tone      ' 

'  1 

z 

(( 

z 

11 

zone 

ft 

) 

th    " 

t 

ti 

thyme  ' 

'  I 

z 

(( 

z 

i( 

maze 

it 

o 

th    ♦' 

th 

n 

thin      ' 

'  ( 

z 

(( 

zh 

it 

azure 

it 

J 

228  ABT   OF  PHONOGRAPHY. 

HOW  TO  WRITE  UNACCENTED  VOWELS. 

594.  In  copying  matter,  written  or  printed  in  the  ordinary 
way,  into  fully  vocalized  phonography,  for  the  pni-pose  of  prac- 
tice, great  pains  should  be  taken  by  the  learner,  before  writing 
the  signs  of  a  word,  to  make  sure  that  his  analysis  of  its  sounds, 
both  consonant  and  vowel,  is  entirely  accurate.  In  doing  this, 
reference  to  the  dictionary  should  be  made ;  and  generally  it 
will  be  found  that  the  instruction  there  given  is  amply  suffi- 
cient. At  least,  so  far  as  the  consonant  elements  and  the  ac- 
cented vowels  are  concerned,  it  may  always  be  relied  upon. 

595.  But,  in  respect  to  the  pronunciation  of  vowels  in  unac- 
cented syllables,  which  are  as  a  rule  very  lightly  spoken,  none 
of  the  dictionaries  is  at  all  times  a  satisfactory  guide.  In  many 
instances  either  the  pronunciation  of  the  vowel  is  not  indicated 
at  all,  or  else  its  letter  is  marked  as  being  "obscure"  —  thus 
giving  no  information  which  will  at  all  aid  us  in  selecting  the 
proper  vowel-sign  — and  sometimes  the  correctness  of  the  con- 
clusions as  to  what  the  sounds  really  are  is  a  little  doubtful. 
Therefore  a  few  suggestions  on  the  subject  of  the  unaccented 
vowel-sounds  and  their  proper  representation  by  phonographic 
characters  may  be  of  service  to  the  student.  Taking  up  the 
vowel-letters  in  their  alphabetic  order,  and  considering  them 
in  all  their  various  phases  as  exhibited  in  syllables  other  than 
those  which  receive  the  tonic  accent,  we  reach  the  following 
results : 

"a"  in  unaccented  SYIiLABIiES. 

596.  The  letter  a  has  the  sound  of  a  («  in  at),  and  should  be 
written  with  the  light-dot  a,  in  most  initial  unaccented  syllables 
ending  with  a  consonant,  as  in  ab-hor',  ab-jure',  ac-count',  ad- 
di'tion,  Sf-fect',  ag-grieve',  al-lege',  am-bi'tion,  5n-gel'ic,  ap- 
os-tol'ic,  S.r-range',  as-eribe',  at-tack',  av-a-ri'cious,  etc.  In  a 
few  words,  before  r,  it  has  the  sound  of  a,  and  should  then  be 
written  with  the  heavy-dot  a,  as  in  ar-cade',  ar-bo're-al,  etc. 

597.  A  has  the  sound  of  a  («  in  ask),  and  should  be  written 
with  the  light-dot  a,  in  the  following  eases : 

1.  When  it  either  constitutes  or  ends  an  unaccented  syllable, 
either  initial,  medial,  or  final;  as  in  the  words  a-bet',  a-bove', 
i-cad'e-my,   Ba-va'ri-an,    m&-chine',   ca-noe',    n&-tiv'i-ty,  pa- 


HOW  TO   WRITE   UNACCENTED  VOWELS.  229 

thol'o-gy,  era-vat',  pla-ton'ic,  sal'a-ry,  par'a-graph,  mas'sa-ere, 
ma-hog'a-ny,  pa-pil'la,  sa-git'ta,  Ma-don'na,  al'ge-bra,  cu'po-la, 
quo'ta,  etc. 

2.  When  it  occurs  in  final  or  medial  unaccented  syllables 
ending  with  «,  /,  nt,  nee,  nd,  s,  ss,  st,  p  or  ph  or  ff,  m,  or  d;  as 
in  the  words  vet'e-ran,  ten'an-cy,  por'tal,  sig'nal,  dis't«nt, 
sub'stance,  thou'sand,  at'las,  tres'pass,  stead'fast,  jal'ap,  ser'- 
aph,  dis'taff,  myr'iad,  etc.  In  the  dictionary  this  sound  in  such 
syllables  is  usually  (though  not  always)  indicated  by  italic  a 
instead  of  a. 

598.  Exceptions. —  A  has  the  sound  of  a  (a  in  senate),  and 
should  be  written  with  the  heavy-dot  a,  in  unaccented  endings 
ace,  age,  and  ate  (terminating  nouns),  and  when  it  occurs  be- 
fore another  vowel;  as  in  the  words  pal'ace,  bond'age,  des'o- 
late,  a-e'rial,  eha-ot'ie,  etc. 

599.  Short  Sound  of  "ai"  ("ay").— The  regular  long 
sound  of  ai  {ay)  is  a,  as  in  hail,  main,  lain,  laid,  day,  tray,  etc. ; 
therefore,  It  would  seem  that  the  natural  short  sound  of  at  {ay) 
must  be  either  e  or  a,  according  as  the  syllable  is  closed  with 
a  consonant  or  is  open.  And  in  the  words  say{sa,),  says{sez), 
said{sed),  Monday{mmx' da.),  etc.,  we  have  this  theory  of  the 
nature  of  the  sound  exactly  illustrated.  And  yet,  in  the  dic- 
tionary, the  sound  of  ai  in  slightly  accented  syllables,  especially 
in  words  ending  with  ain,  is  usually  marked  as  i,  as  in  icassail 
(-sil),  porc€l<(in{-TSji),  villain,  chaplain,  aJiamberlain,  chieftain, 
fountain,  mountain,  captain,  certain,  curtain,  etc.  The  phonog- 
rapher,  however,  is  recommended  to  use  the  second-place  dot 
e  for  this  sound,  rather  than  the  third-place  dot  i. 

"e"  in  UNACCENTED  SYLLABLES. 

600.  The  letter  e,  unaccented,  has  the  sound  of  e  (e  in  elude), 
and  may  as  a  rule  be  written  with  the  heavy-dot  e,  (a)  in  most 
initial  or  final  syllables  which  either  consist  of  or  end  with  e 
sounded,  and  (ft)  before  another  vowel ;  as  in  e-con'o-my,  e-duc'- 
tion,  e-las'tic,  e-pit'o-me,  be-calm',  be-low',  de-mean',  se-cure', 
ac'me,  vi'ce,  sys'to-le,  e-o'li-an. 

601.  Exceptions. —  When,  however,  (a)  the  e-sound  is  very 
brief,  or  {b)  the  word  is  a  derivative  from  a  word  in  which  the 
sound  of  the  e  is  short  (6),  or  (c)  if  the  outline  is  such  that  the 


230  ART   OF  PHONOGRAPHY. 

third-place  e-dot  would  be  thrown  into  an  angle,  the  second- 
place  light-dot  e  should  be  used  instead;  thus,  pe-ti'tion,  me- 
tal'ic,  re-spect',  re-ceipt',  etc. 

602.  "E"  in  Closed  Syllables.— Usually  the  letter  e,  in 
unaccented  syllables  ending  with  a  consonant-sound,  has  the 
short  sound  e,  and  is  written  with  the  light-dot  e  ;  as  in  em- 
bez'zle,  em-a-na'tion,  glad'ness,  mar'ket-a-ble,  leg-is-la'tion, 
etc.  The  obscure  sound  of  e  before  n,  in  such  words  as  pru'- 
dent,  de'cen-ey,  etc.,  if  indicated  at  all,  should  be  written  with 
the  dot  e. 

603.  "  E  "  in  Medial  Open  Syllables.—  In  unaccented  me- 
dial syllables,  con^sting  of  or  ending  with  e  sounded,  the  letter 
has  a  brief  e-sound,  but  it  is  better  in  phonographic  writing  to 
indicate  it, with  dot  e  instead  of  dot  e ;  as  in  the  words  com'e- 
dy,  di-am'e-ter,  in-dig'e-nous,  Sen'e-ea,  Pen'te-cost,  etc. ;  writ- 
ing them  respectively  comedy,  diameter,  indigenous,  Seneca, 
Pentecost,  etc. 

'•'l"  IN  UNACCENTED  SYLLABLES. 

604.  The  letter  i,  unaccented,  usually  has  the  sound  of  i  (i  in 
ill),  and  should  be  written  with  the  light-dot  i,  as  in  the  words 
di-vide',  fit-nance',  o'n-ent,  e-ter'ni-ty,  im-i-ta'tion,  in-di-vis-i- 
bil'i-ty,  in-ei-den'tal,  in-tun-i-da'tion,  ig-nite',  cab'in,  pac'i-fy, 
etc. 

605.  In  unaccented  initial  syllables  which  either  consist  of  or 
end  with  i,  the  letter  has  the  sound  of  i  {i  in  idea),  and  should 
be  written  with  the  sign  of  the  diphthong  l ;  as  in  the  words 
i-am'bic,  i-de'al,  i-on'ic,  i-den'ti-ty,  bi-ol'o-gy,  tri-bu'nal,  etc. 
But  in  l-tal'ian  the  i  is  short,  and  should  be  written  vidth  the 
dot  I. 

"O"  IN  UNACCENTED  SYLLABLES. 

606.  The  letter  o,  unaccented,  has  the  sound  of  6  (o  in  obey), 
and  should,  as  a  rule,  be  written  with  the  heavy-dash  5,  («)  in 
most  syllables,  whether  initial,  medial  or  final,  which  either 
consist  of  or  end  with  o,  and  {h)  before  another  vowel ;  as  in 
6-blige',  6-ri'on,  6-ol'6-gy,  6-rig'i-nal,  cu'p6-la,  etc.  But  when 
the  6  sound  is  quite  brief  and  not  very  distinct,  it  is  better  to 
write  it  with  the  dash  5 ;  as  in  e-eon'6-my,  etc. 


HOW  TO  WRITE  UNACCENTED  VOWELS.  231 

607.  "0"  in  Closed  Syllables. —  In  syllables  ending  with 
consonants,  iinaccented  o  usually  has  the  sound  6  (o  in  odd),  and 
should  be  written  with  the  light-dash  5,  as  in  5b-liv'i-on,  d6m-i- 
na'tion,  etc.  Before  r  it  has  the  sound  of  6  (o  in  orb),  and  should 
be  written  with  the  heavy-dash  a  or  6,  as  in  6r-dain',  6r-gan'ic, 
6r-thog'ra-phy,  etc.  Sometimes  it  has  the  sound  of  u  (m  in  up), 
and  then  it  should  be  written  with  the  light-dash  u ;  as  in  bom- 
bard' (bum-bard'),  etc. 

608.  In  the  dictionary  this  letter,  in  final  syllables  (except 
before  r),  is  marked  as  having  the  sound  of  li,  and  before  r,  the 
sound  of  e ;  as  in  method  (meth'ud),  hillock  (hil'iik),  atom  (at'- 
lim),  felon  (fel'iin),  bishop  (bish'up),  pilot  (pi'Mt),  author 
(a'ther),  tailor  (ta'ler),  etc.  It  is  recommended  that  the  learner 
do  not  follow  this  pronunciation  in  writing  phonography,  but 
that  he  write  these  vowels  with  the  light-dash  o. 

"  U "  IN  UNACCENTED  SYLLABLES. 

609.  When  the  letter  «  of  itself  constitutes  an  unaccented 
syllable,  it  has  the  sound  of  yob,  and  is  written  as  follows  :  (a) 
At  the  beginning  of  words,  always  with  the  stem  Yay  and  the 
light-dash  do,  as  in  ii-nite',  and,  (6)  in  the  middle  of  words, 
sometimes  with  breve-yay  joined  in  the  outline,  as  in  in-sin'u-ate, 
val'u-a-ble,  etc.,  and  sometimes  by  the  sign  for  the  diphthong 
EW  at  the  side  of  the  outline,  as  in  pop'u-late,  stip-u-la'tion, 
ed-u-ca'tion,  etc. 

610.  In  open  syllables  commencing  with  a  consonant,  un- 
accented M  has  the  sound  of  idb,  and  is  always  written  with  the 
EW-sign,  as  in  the  words  am'pu-tate,  ar'gu-ment,  etc. 

''y"  IN  UNACCENTED  SYLLABLES. 

611.  The  letter  y,  used  as  a  vowel  and  unaccented,  has  the 
sound  usually  of  t  or  jf  (y  in  pity),  and  is  written  with  the  light- 
dot  i,  as  in  cop'y,  cit'y,  y'cleped  (i-klept),  ytter'bic  (it-ter'bik), 
ethyl  (eth'il),  etc.  In  a  few  words  y  has  the  sound  of  i,  as  h^- 
e'na,  my-ol'o-gy,  etc. 

WHEN  IN  DOUBT  USE  SHORT-VOWEL  SIGN. 

612.  When  in  doubt  as  to  what  the  exact  sound  of  a  vowel- 
letter  in  an  unaccented  syllable  is,  it  is  generally  safe  to  treat 


232  ART  OP  PHONOGRAPHY. 

it  as  the  short  sound  of  that  letter  (that  is,  as  either  a,  e,  i,  6, 
u,  or  y),  and  to  write  it  in  phonography  with  its  proper  short- 
vowel  sign.  The  following  words  will  illustrate  this  rule  suffi- 
ciently to  make  it  understood:  mortal,  metal,  vacancy,  loyal, 
guidance,  breakfast,  madam,  infant ;  defer,  enlarge,  ended,  rivet, 
inference,  prudent ;  pacify,  di\nde,  eternity,  horrible ;  mirror, 
sailor,  atom,  collect ;  circus,  pious,  gracious. 

613.  Primitive  Word  Controlling. —  Sometimes  the  prim- 
itive word  will  control  as  to  the  derivative ;  thus,  dis-pos-sess', 
because  of  pos-sess',  and  dis-p6-si'tion,  because  of  po-si-tion. 

LESSON  LIII. 
COM,  CUM,  CON,  AND  COG. 

614.  "Kom,"  "kum,"  "  kon,"  "  kun,"  or  "  kong."— When 
a  word  commences  with  one  of  these  syllables  —  which 
are  here  spelled  according  to  sound — its  outline  is 
frequently  abbreviated  by  omitting  the  consonant- 
signs  of  this  initial  syllable,  and  simply  writing  the 
remainder  of  the  outline  in  the  most  convenient  way. 
Examples:  "kom,"  GOMpel,  Pee-El;  ''kum,"  COM- 
pany,  Pee-En;  "kum,"  GTJMhersome,  Ber-sem;  "kon," 
COmnin,  Ten;  "kun,"  GONstalle,  Stee-Bel;  "kong," 
CONgress,  Gres,  etc. 

615.  How  the  Syllable  is  Indicated. — The  syllable  that 
is  thus  omitted  from  the  first  part  of  the  outline  is, 
however,  usually  indicated  in  one  of  the  following 
ways: 

I.  By  placing  a  light  dot  near  the  beginning  and 
in  line  with  the  first  stem  of  the  abbreviated  outline ; 
thus, — 

V      '^--'.      'V-         <     ••"^- 

combination    company      cumbersome      constable    congress 


COM,  CUM,  CON,  AND  COG.  233 

II.  By  simply  writing  the  abbreviated  form,  with- 
out the  dot,  close  to  the  outline  of  the  next  preceding 
word;  thus, — 

(V  ^--|JJ.^  'C p       __:2> 

they-complained  it-contained  large-congregation  in-eonnection 

This  latter  mode  is  called  "  indication  by  proximity." 

616.  It  is  entirely  optional  with  the  phonographer  which  mode 
of  indication  he  will  use ;  and  one  may  he  employed  at  one  time, 
and  at  other  times  the  other  mode  may  be  adopted,  according  to 
which  best  suits  the  occasion. 

617.  But  those  who  prefer  to  write  all  of  their  outlines  quite 
near  together,  will  find  it  safer  to  most  generally  use  the  dot ; 
as  in  very  close  writing  "proximity"  could  hardly  be  made  dis- 
tinguishable from  the  ordinarj'  space  between  words. 

618.  Sometimes  not  Indicated  at  all.— Then,  again,  in 
many  instances  the  omitted  initial  syllable  need  not  be  indicated 
at  all,  either  by  dot  or  proximity,  the  remaining  abbreviated  out- 
lines of  themselves  having  sufficient  individuality  to  insure  per- 
fect legibility.  The  following  words  and  their  derivates  are 
examples  of  this  kind:  combustion,  commercial,  compensate  (Pens- 
Tee),  compliment,  compunction,  conference,  confine,  confiscate, 
confederate,  consider,  constitution,  contemplate,  contingent,  contra- 
distinguish, contrary,  conversation,  etc. 

619.  In  the  Middle  of  Words  any  of  these  syllables, 
com,  cum,  con,  etc.,  aud  also  the  syllable  cog,  may  be 
indicated  by  proximity ;  thus, — 

IX       Ij-     :^:^..     -^ 

— ^v 

decompose    discontent    incomplete      inconstant     incumbent 

LA    -^x /^. xr     /^ 

disencumber  unconscious    recognition     reconcile     reconvey 

620.  And  sometimes,  in  the  middle  of  words,  even 
proximity  itself  is  omitted,  and  the  latter  part  of  the 


234  ART  OF  PHONOGRAPHY. 

outline  joined  to  the  first,  without  removing  the  pen 
from  the  paper ;  thus, — 

^-      ^ t...       i/\^ 


"SP ■•^- 


accommodation     inconsistent  inconsiderable      circumference 

621.  Order  of  Writing.—  The  dot-sign  for  com,  con,  etc.,  may 
be  written  either  before  or  after  writing  the  abbreviated  out- 
line of  the  word,  according  to  convenience.  If  the  beginning 
of  the  first  stem  is  "  simple,"  or  if  it  commences  with  a  small 
hook  or  small  circle,  as  in  the  words  compose,  complexion,  con- 
gratulate, conspire,  etc.,  it  is  usually  best  to  write  the  dot  first. 
But  if  the  first  stem  begins  with  a  large  hook  or  large  circle,  as 
in  the  words  conflict,  conquest,  consistent,  etc.,  it  is  better  to  write 
the  dot  last. 


SIXTY-THIRD  READING  EXERCISE. 


^  u> 


COM,   CUM,   CON,    AND  COO. 


235 


J. 


X 


-\     V     ^ 


o^V^ 


111 


<i> 6 


.^:rr 


P-Ff-4 


\ 


^ 
^ 


(• 


236  ART   OF   PHONOGRAPHY. 

SIXTY-THIRD  WRITING  EXERCISE. 

622.  Committee,  common,  coimnit,  comity,  convey,  compel^ 
confer,  condemn,  compare,  convict,  commune,  commission,  con- 
vene, combine,  confine,  contain,  concave,  compassion,  confusion, 
condition,  commutator,  competition,  commendation,  conjecture, 
convention,  commentator,  communication,  compunction,  com- 
panion, conditional,  compassionate,  confessional,  component, 
commercial,  confectioner,  conveniently,  composure,  commis- 
sioner, contempt,  communicate,  confidence,  conjugate,  com- 
manded, competent,  committed,  confute,  comment,  compete, 
command,  commending,  competitor,  combative,  compatible, 
commandment,  combined,  convened,  compound,  confound,  com- 
pounder, commander,  compose,  concise,  conduce,  confuse,  com 
merce,  commencement,  convinced,  conference,  conscience, 
compasses,  compensatory,  compensation,  combustion,  compo- 
sition, comply,  control,  converge,  conquer,  comptroller,  con- 
tractor, compliment,  compromise,  contribution,  concurrent, 
complexity,  comprehend,  conclave,  conclusion,  completion, 
conversion,  contrivance,  congregatioualist,  complainant,  con- 
verse, congressional,  contrast,  conversational,  concurrence, 
conversation,  contradistinction,  conquest,  conclude,  conflict, 
completely,  concrete,  comfortable,  comforter,  comparatively, 
complaint,  contradict,  confront,  compartment,  consultation, 
concentration,  consolation,  eonstanc}',  consent,  consult,  con- 
cert, conservatory,  consist,  consecutive,  consols,  consistent, 
constituent,  construe,  constitutional,  conciliation,  consider,  con- 
strain, conscription,  consecration,  construction. 

Discompose,  incompetent,  unconsciously,  incumbrance,  cir- 
cumvent, reconstruction,  unencumbered,  uncommon,  uncondi- 
tional, accompany,  circumscribe,  in-consideration,  circumjacent, 
circumlocution;  recommend,  incumbrances,  recompense,  incum- 
bent, consideration,  reconvey,  unconditionally,  discontented, 
contend,  reconcile,  incongruous,  recognizing,  contention. 


PREFIXES  AND  SUFFIXES.  237 

LESSON  LIV. 

PREFIXES  AND   SUFFIXES. 

623.  "Alogy."— See  Ology  (642). 

624.  "Ble"and"Bly." — Whenever,  in  making  the  out- 
lines of  the  terminal  syllables  hie  and  hhj,  it  is  found 
inconvenient  to  use  the  regular  form  Bel,  as  occurs 
in  writing  such  words  as  provable,  fashionahle-y,  la- 
mentahle-y,  sensible-y,  etc.,  the  simple  stem  Bee  may 
be  employed  instead.  In  case,  however,  complete 
outlines  be  at  any  time  needed,  hie  may  be  written 
with  Bee-El  and  bly  with  Bee-Lee. 

625.  "Bleness," "Fulness,"  "Iveness,"and"Lessness." — 
These  terminal  S3dlables,in  such  words  as  teachahleness, 
usefulness.,  conibafiveness,  carelessness,  etc.,  may  be  ab- 
breviated by  writing  them  respectively  with  detached 
Bess,  Fess,  Vess,  and  Lees. 

SIXTY-FOURTH  READING  EXERCISE. 


238  ART   OF   PHONOGRAPHY. 

I         •  Vi>  •  ^ — ^ 

•  lC_j>  V— v_P  ^»-°  ^"^ 

v^ "'^'    '^ 

SIXTY-FOURTH  WRITING  EXERCISE. 

626.  Lamentable,  warrantable,  insurmountable,  fasMonabl<J. 
exceptionable,  unwarrantable,  profitable,  returnable,  unprofit- 
able-y,  valuable,  accessible,  indigestible,  inaccessible,  permis- 
sible-y,  admissible,  defensible,  reversible,  in\nncible,  discernible, 
explainable,  forcible-y,  attainable,  incomprehensible,  unattain- 


PREFIXES  AND  SUFFIXES.  239 

able,  incontestable,  assignable,  insensible-y,  imponderable,  sus- 
tainable, sensible,  improvable,  sensibly. 

Teachableness,  salableness,  changeableness,  serviceableness, 
variableness,  perishableuess,  agreeableness,  peaceableness,  fa- 
vorableness,  corruptibleness,  unsuitableness,  culpableness,  rea- 
sonableness, advisableness,  profitableness,  responsibleness, 
seasonableness. 

Dolefulness,  bountifulness,  doubtfulness,  cheerfulness,  bash- 
fulness,  carefulness,  hatefulness,  plentifulness,  powerfulness, 
joyfulness,  artfulness,  dreadfulness,  hurtfulness,  thoughtful- 
ness,  thankfulness,  harmfulness,  hopefulness,  watchfulness, 
sinfulness,  healthfulness,  wastefulness,  wakefulness,  peaceful- 
ness,  fruitfulness,  mindfulness,  usefulness,  delightfulness. 

Concentrativeness,  adhesiveness,  acquisitiveness,  amative- 
ness.  inhabitiveness,  alimentiveness,  philoprogenitiveness,  com- 
bativeness,  construct! veness,  destructiveness,  secretiveness, 
cohesiveness,  comprehensiveness,  talkativeness,  positiveness, 
attentiveness,  conduciveness,  extensiveness,  decisiveness,  pen- 
siveness.  persuasiveness,  attractiveness. 

Thoughtlessness,  thanklessness,  shamelessness,  worthless- 
ness,  endlessness,  fearlessness,  heedlessness,  groundlessness, 
boundlessness,  carelessness,  listlessness,  harmlessness,  reckless- 
ness, helplessness. 


LESSON  LV. 

PREFIXES  AND  SUFFIXES   (CONTINUED). 

627.  "Ever"  and  "Soever"  in  Compounds.— These 
words,  when  not  standing  alone,  are  written  as  fol- 
lows: 

628.  Ever,  at  the  beginning  of  words,  as  in  everlast- 
ing, evermore,  etc.,  is  always  written  in  full  (Ver). 

629.  At  the  end  of  words,  if  not  immediately  pre- 
ceded by  the  syllable  so,  the  termination  ever  is  written 
with  either  the  Vee-hook  or  the  stem  Vee. 


240  ART  OF  PHONOGRAPHY. 

630.  Vee-hook  on  Curved  Stems. —  It  is  allowable  to 
use  a  large  final  hook  on  curved  stems  for  the  conso- 
nant V,  to  add  the  termination  ever.  This  hook  is 
also  employed  in  phrase-writing.  It  would  not  be 
safe,  though,  to  use  it  generally  in  word-outlines,  and 
hence  it  is  not  permitted.  It  is  identical  in  form  with 
the  Shun-hook  on  curves;  but,  within  the  limits  of 
the  use  to  which  it  is  put  in  this  system,  it  never 
conflicts  with  that  hook. 

631.  Soever  is  usually  written  with  breve-s  and  the 
stem  Vee  (Sev).  But  if  the  primitive  word  ends  with 
breve-s,  stem  Ess  is  used  instead  of  the  circle.  See 
outlines  of  ivhencesoever  and  whosesoever. 

632.  Position. —  The  outline  of  the  first  word  of 
every  compound  ending  in  ever  should  be  written  in 
its  proper  position,  without  regard  to  the  location  of 
the  primary  accent.  See  outlines  of  however,  howso- 
ever, whoever,  whosoever,  etc. 

633.  "For,"  "Fore,"  and  "Form."— The  syllables /or 
and  fore  at  the  beginning  of  words,  and  the  syllable 
form  at  the  end  and  in  the  middle  of  words,  as  in  the 
words  forbid,  forever,  foreJcnowledge,  foreshadow,  per- 
form, platform,  uniformity,  etc.,  are  frequently  written 
with  the  stem  Ef. 

634.  Whenever  Ef  thus  stands  for  fore,  it  is  quite 
generally  disjoined  ;  as  in  foreknowledge,  foreshadow, 
forswear,  etc.  But  when  it  stands  for  for,  it  is  only 
disjoined  when  it  is  more  convenient  to  write  it  in 
that  way  than  to  join  it;  as  in  forgive,  forget,  forgot, 
forgotten,  etc. 

635.  Position. — All  words  whose  outlines  are  formed 
in  this  way  follow  the  regular  rule  of  position,  the  ac- 
cented vowel  being  the  guide. 


PREFIXES  AND  SUFFIXES.  241 

636.  "Fulness."— See  ^Zeness. 

637.  "Iveness." — See  Bleness. 

638.  "  Lessness." —  See  Bleness. 

639.  "Magna,"  "Magne,"  and  "Magni"— At  the  be- 
ginning of  such  words  as  magnanimity,  magnetic,  mag- 
nificent, etc.,  the  first  two  syllables  are  usually  written 
with  the  stem  Em,  disjoined  and  placed  over  and  near 
the  commencement  of  the  rest  of  the  outline.  This 
latter  part  of  the  outline  is  written  in  the  position  re- 
quired by  the  accented  vowel. 

640.  "Mental-ly,"  "  Mentality."— The  terminations 
mental-hj,  mentality,  in  such  words  as  sacramental, 
supplemental,  instrumental-ly,  instrumentality,  etc.,  may 
be  written  by  the  stem  Ment,  disjoined  and  placed 
after  and  near  the  preceding  part  of  the  outline. 

641.  Position, —  The  outlines  of  these  words,  except 
that  of  instrumentality,  are  written  in  the  position  of 
the  primary  word. 

642.  "Ology"  and  "Alogy." — The  tei-minations  ology 
and  alogy,  as  in  the  words  theology,  pathology,  physi- 
ology, mineralogy,  etc.,  may  be  written  with  the  stem 
Jay,  either  joined  or  detached,  according  to  conve- 
nience. Sometimes  the  full  outline  is  used,  as  in  the 
words  etymology,  philology,  tautology,  etc. 


SIXTY-FIFTH  READING  EXERCISE, 


242 


ART  OP  PHONOGRAPHY. 


VrV. 


..^.r^ 


A^  A  A^ 


-..j^.-j^ 


u 


X.T  T 


D 


v:^^ 


-^ 


\. 


(^^  ^:> .-.,  ^\ --a  ...^•r|o> 


3:..X.'l>..'^-/.-.ir^.-.^--::^. 


PREFIXES  AND  SUFFIXES.  243 

SIXTY-FIFTH  WRITING  EXERCISE. 

643.  Evermore,  everlasting,  everliving,  wherever,  however, 
whichever,  whoever,  forever,  whichsoever,  wheneever,  whence- 
soever,  whosoever,  whosesoever,  whomsoever,  howsoever, 
wheresoever,  whithersoever. 

Forbear,  forborne,  forbade,  forbearance,  forbidding,  forever, 
forgiving,  forgave,  forgiveness,  forgive,  forget,  forgot,  forgotten, 
forgetful,  forgetfulness,  forgetting,  former,  formal-ly,  formerly, 
inform,  informer,  informed,  formation,  informing,  formality,  in- 
formal, informality,  reform,  reformer,  reformed,  misinform,  mis- 
information, misinformed,  transform,  perform,  platform,  uni- 
formity, uniform,  nonconformity. 

Foreknew,  forebode,  foreknowledge,  foreknow,  foreordain, 
forethought,  foreshadow,  foreordination. 

Magnesia,  magnanimity,  magnesium,  magnetic,  Magna- 
Charta,  magnanimous,  magnetism,  magnet,  magnetize,  magne- 
tization, magnetized,  magnetometer,  magnify,  magniloquence, 
magnitude,  magnificent,  magnified. 

Sacramental,  ligamental,  elemental,  fundamental,  alimental, 
complemental,  detrimental,  instrumentality,  instrumental,  ex- 
perimental, ornamental,  supplemental,  monumental,  rudimental. 

Phraseology,  arehseology,  anthology,  ichthyology,  ontology, 
osteology,  theology,  mineralogy,  pathology,  mythology,  ornithol- 
ogy, geology,  zoology,  philology,  anthropology,  myology,  nosol- 
ogy, physiology,  etymology,  neurology,  cosmology,  tautology, 
meteorology,  doxology. 


LESSON  LVI. 

PREFIXES  AND  SUFFIXES  (CONCLUDED). 

644.  "Self"  at  the  Beginning  of  Words.— In  such 
compounds  as  self-defense,  self-esteem,  self-same,  etc., 
self  may  be  written  with  breve-s  on  the  line ;  the  rest 
of  the  outline  being  placed  close  after  it,  and  in  its 
own  proper  position. 


244  ART  OF  PHONOGRAPHY. 

645.  "Selfish." — In  writing  the  outlines  of  selfish  and  its  de- 
rivatives, selfishly  and  selfishness,  the  Ish  may  be  joined  to  or  sepa- 
rated from  the  breve-s,  at  the  option  of  the  writer.  The  prefix 
un  before  self  may  be  written  with  the  En-cuil. 

646.  "Self-corn"  or  " Self-con."— When  the  second 
word  commences  with  coin  or  con,  usually  represented 
by  a  dot,  as  in  the  words  self-command,  self-conceit, 
self-control,  etc.,  it  is  not  necessary  in  practice  to 
write  the  dot. 

647.  "Self"  at  the  End  of  Words  is  written  some- 
times with  the  full  outline,  Slee-Ef,  sometimes  with 
breve-s  joined,  and  occasionally  with  breve-s  detached 
and  placed  close  to  the  preceding  part  of  the  outline; 
as  in  the  words  herself,  myself,  oneself,  yourself,  etc. 

648.  "  Selves,"  final,  is  usually  written  with  the  large 
circle  (breve-sez)  joined;  as  in  the  words  themselves 
and  ourselves.     In  yourselves  it  may  be  disjoined. 

649.  But  standing  alone,  as  independent  words,  both  self  and 
selves  should  not  be  abbreviated ;  that  is,  they  should  be  written 
with  the  full  outlines  Slee-Ef  and  Slee-Vez. 

650.  "Ship." — The  suffix  sMj),  in  such  words  as 
friendship,  hardship,  lordship,  partnership,  etc.,  may 
be  written  with  the  stem  Ish,  usually  disjoined,  but 
occasionally  joined.  But  if  final  ship  forms  an  es- 
sential part  of  a  noun  or  verb,  as  in  flagship,  unship, 
etc.,  it  should  be  written  in  full. 

651.  "  With." —  The  syllable  vnth,  whether  it  occurs 
at  the  beginning,  at  the  end,  or  in  the  middle  of  words, 
as  in  the  words  tvithdraw,  withstand,  wheretvith,  forth- 
with, wherewithal,  etc.,  is  written  with  the  stem  Dhee 
or  Ith,  according  to  which  sound  is  given  to  the  fh. 

652.  "Worthy,"  wherever  it  occurs  in  a  word,  as 
shown  in  worthily,  praiseworthy,  and  unworthiness,  is 
written  with  Breve- way  and  Dhee. 


..o o  ,..  o;v^«*--'.  .o 


o„ o  I 


^^ 


PREFIXES  AND  SDPFIXES.  245 

SIXTY-SIXTH  READING  EXERCISE. 

oV^v^  ..o ...o. °'^~*Z^      oIa~^-P      oL        oC 

ol...6L>     o-^-^s — >-3    o(\     olK^     o^     oND     o\^ 

o  4!L>       o  Na:^  . . .  o  L . . .  o  ...  o^  ...  o  .  .\ 

■J  or..3;.  ..o;^..o/^...^....^.. 

0    V_ or fl     V_  or   b  ;, or  !' 

/"^  or   -b    V.      b    or../o ^o       wo     \I) D  ot.Xq 

..l...r..;j^....^..,  "^-    "X^ 


246  AET  OF  PHONOGRAPHY. 

SIXTY-SIXTH  WRITING  EXERCISE. 

653.  Self-esteem,  self-defense,  self-educated,  self-destruction, 
self-evident,  self-discipline,  self-interest,  self-dependent,  self- 
culture,  self-examination,  self-made,  self-reproach,  self-same, 
self-help,  self-possessed,  self-respect,  self-love,  self-possession, 
self-righteousness,  self-willed,  self-reliance,  self-conviction,  self- 
coueeited,  self-complaisant,  self-confidence,  self-contradiction, 
self-conceit,  self-conscious,  self-supporting,  self-sufficient,  self- 
sustaining,  selfish,  unselfish,  selfishly,  selfishness,  unselfishness. 

Herself,  itself,  thyself,  ourself,  ourselves,  yourself,  yourselves, 
myself,  himself,  oneself,  themselves,  one's  self. 

Hardship,  lordship,  courtship,  stewardship,  friendship,  ward- 
ship, partnership,  workmanship,  co-partnership,  worship,  town- 
ship, horsemanship,  executorship,  unship,  flagship. 

Withdrew,  withal,  withdrawal,  withdraw,  withheld,  withstood, 
forthwith,  withdrawn,  within,  wherewith,  withhold,  wherewithal, 
withstand. 

Worthiness,  worthily,  praiseworthy,  blameworthy,  thank- 
worthy, noteworthy,  unworthy,  unseaworthy,  seaworthy,  un- 
worthiness,  unworthily. 

STENOTYPY. 

654.  A  very  convenient  wg,y  of  indicating  phonographic  char- 
acters and  outlines,  when  it  is  not  feasible  to  show  them  in  ac- 
tual engraving,  is  to  represent  them  with  the  ordinary  printing 
types,  in  a  manner  which  will  now  be  explained.  This  mode  of 
representing  phonography  "by  letters  is  called  STENOTYPY. 

655.  Use  of  Capitals. —  All  stem-signs  are  represented  by 
Capital  Letters,  as  follows : 

1.  Roman  Capitals. —  All  stem-signs,  except  those  which 
are  struck  upward,  are  represented  by  ROMAN  CAPITALS, 
thus:  CH,  J,  T,  D,  P,  B,  K,  G,  L  >  pail),  Y,  TH,  DH,  F.  V, 
N,  NG,  SH    A  shake),  ZH,  S,  Z,  R    •~\-.   army),  W,  M,  H. 

2.  Italic  Capitals. —  All  stem-signs  that  are  struck  upward 
are  represented  by  ITALIC  CAPITALS;  thus  SH  \^:.  husky), 
L  ..fl    Leo,  __/^    Kelley),  B  ^-f  ray,   /\  rope). 


STENOTYPY.  247 

656.  Use  of  Lower-case  Letters. —  All  consonants  written 
with  anything  else  than  stems, —  that  is,  with  hooks,  modifica- 
tions, circles,  loops,  curls,  and  breves, —  are  represented  by 
lower-case  letters ;  thus,  Kn  -^  ca?je),  SHn  ^;  shown),  Rl  y^ 
rough),  Nshn  ^S)  nation),  Ktr  -7^  cater),  Bthi  y^  rather),  Pr 
'X  pray),  Gl  <^  glow),  VI  -  Q^-.  evil),  Tws  [*"  tmee),  Fin  Qj\, 
flown),  Prf  r^N-^^.  proof),  Kwtr  c_;  equator),  Fsbnt  ^-.-  effi- 
cient). Pit  -s;  plate),  Wrd  «>  word),  Tmd  3.  trained),  Fmd  c^ 
friend),  Ltt  /'  letter),  Ndr  ^^^  under),  Endr  .^  ren- 
der), indr  ^/^  lender),  Gndhr  — ; — -  gain-their),  sPz  "X  sup- 
pose), Ksz  __o  cases),  Tst  •;  ta^fe),  stT  -f  state),  Mstr  f^  wia«- 
<('>•),  Kssz  _^  excesses),  Kstrz  _,^  coasters),  Kvz  _3  caves), 
Fshnz  -3  fashiom),  sBl  \  sable),  sKw  "r-  sgwaic),  Dns  J- 
dunce),  Pnstr  X  punster),  sPr  "X  spray),  Kzn  _^  cousin),  Fsn 
^  fasten),  nsKj-B  v"^  in«cn6«),  h-W  "^  whey),  w-V  \^ 
icat'e),  w-K  , walce),  y-K  ^^ yoke),  wL  (^   well),  etc. 

657.  Use  of  Other  Tsrpes. —  Other  printers'  types  are  used  as 
follows : 

1.  A  hyphen  [-]  between  two  stenotypes  indicates  that  in 
writing  they  are  to  be  joined  together ;  thus,  D-M    \j-^    dumb), 
M-K     ^~s         make),  Kn-NG    -p^_>    cunning),  M-I*r    ^^~\  em- 
pire), Kw-L     '"y'   quail),  i?-Kwst    y—^    request),  G-Dd     -7-) 
goaded),  i?-Pt-Bl  .^^    reputable),  F-Kshn-<S<  V  \  factionist). 

2.  An  inverted  semicolon  [i]  between  two  stenotypes  indicates 
that  in  writing  the  stems  are  disjoined  and  written  close  to- 
gether;— placed  before  a  stenotype  standing  alone,  it  indicates 
that  when  written  the  outline  is  either  to  be  preceded  by  the 
cotn  or  con  dot,  or  else  placed  close  to  the  stem  that  precedes  it ; 
thus,  D:Pz  IX  decompose),  LrdiSB.  O  lordship),  DRiPlnd 
(^  they  complained,  etc. 

3.  A  colon  [ :  ]  between  two  stenotypes  indicates  that  in  writ- 
ing the  stems  are  disjoined,  and  the  second  stem  written  close 
to  and  partially  or  entirely  under  the  first;  thus,  K:Dshn  (; 
accommodation),  M:1-^      I magnetic),  T'H.tiLs    '^(^  thought- 


248  ART  OF   PHONOGRAPHY. 

4.  An  inverted  period  [  •  ]  between  two  stenotypes  indicates 
that  in  writing  the  stems  are  disjoined,  and  the  second  stem 
lapped  a.little  over  the  first ;  thus,  D  •  Td    \-   dated),  W  •  Td   ^'j 
awaited),  sB'D    \|  subjected). 

5.  An  inverted  period  in  parentheses  [( • )]  indicates  the  ing- 
dot;  thus,  Mt(")  .^.  meeting).  The  plural  is  denoted  by  sub- 
stituting for  the  inverted  period  the  mark  for  degrees ;  thus, 
Mt(°)    -^-  meetings). 

6.  A  numeral  just  after  and  usually  near  the  upper  part  of  a 
stenotype,  indicates  the  position  of  its  sign  ;  thus,  Pr^,  practice, 
Pn2-SH,  punish,  Br^-K,  brook,  etc. 

658.  Circles  Between  Stems.  —  In  using  the  hyphen  to  sepa- 
rate the  stenotypes  of  stems  which  have  a  circle  between  them, 
the  hyphen  may  be  placed  either  after  or  before  the  stenotype 
of  the  circle,  according  as  the  circle  is  considered  as  belonging 
to  the  preceding  or  to  the  succeeding  stem.  But  the  stenotypic 
representation  of  such  outlines  is  most  suggestive  of  the  mode 
of  writing  them,  when  the  following  directions  as  to  placing  the 
hyphen  are  observed  : 

1.  If  in  writing  the  outline  the  circle  would  be  turned  on  the 
regular  circle-side  of  the  first  g^em  if  it  were  standing  alone  (483), 
the  hyphen  should  be  placed  after  the  stenotype  of  the  circle ; 
thus,  \^  Ps-B,  y>  Bs-J,  t~  i?s-K,  \_  Ps-V,  r^  Xs-P, 
.-T  Ms-i,    ^  Fs-R,  ..^^.^  Ns-M,  ^  Nss-T. 

2.  But  if  in  -writing  the  outline  the  circle  would  be  turned  on 
the  side  opposite  the  regular  circle  side  of  the  first  stem  if  it 
were  standing  alone,  the  hyphen  should  be  placed  before  the 
stenotype  of  the  circle ;  thus,  ]_  D-sK,  jf^  T-sL,  ^  TH-sZ, 
,_<r    N-sZ,  _^    K-ssR. 

659.  Stenotypes  of  the  Vowel-signs.—  The  stenotypes  of 
the  vowel-signs  are  the  vowel-letters,  with  their  diacritics,  which 
represent  those  sounds ;  thus,  (simple)  a,  a,  e,  a,  6,  o  or  6b,  a,  e, 
i,  6,  u,  u  or  do;  (diphthong)  i,  oi,  ow,  EW ;  (double)  ai,  ai,  ei,  la, 
etc.  These  letters  are  printed  in  with  the  consonant-stenotypes 
in  the  order  of  their  occurrence ;  thus,  -s;)-  SHe,  I  aT,  \  eB. 
When  a  vowel  occurs  between  stems,  its  stenotype  is  printed 
next  to  the  stenotype  of  the  consonant-stem  to  which  its  sign  is 
written;  thus,  -yT^^.  Ka-M,  ^:::;j;  K-iNG,  l:-^  Ta-M-iNG. 
When  a  vowel  sign  is  to  be  joined  to  a  stem,  that  fact  is  noted 


THE  BREVES  IN  PHRASE-WRITING.  249 

by  means  of  a  hj'phen  ;  thus,  i-W  "^  {loica).  The  stenotypes 
of  vowels  written  by  means  of  "special  vocalization"  (423)  are 
inclosed  in  parentheses;  thus,  ....,-.  N(e)r,  fo  T(e)l,  , ,  K(o)l. 
Dot-h  is  indicated  by  h  immediately  preceding  the  vowel  and 
without  an  intervening  hyphen ;  thus,  -"\-  heP,  X  hUB,  ^ 
Whit. 


LESSON  LVIL 

THE  BREVES  IN  PHRASE- WRITING. 

660.  Number  of  Breve-signs. —  There  are  twelve  prin- 
cipal breve-signs  used  in  phonography,  the  forms  of 
which  are  here  shown  : 

/IN—  ^/IC3w/>0 

1         2         3         4         5         6        7         8         9       10       11      12 

Of  these  signs,  Nos.  6  and  7  are  shaded ;  all  the  rest 
are  made  light. 

661.  How  to  Write  the  Breves. —  The  breve-signs  are 
struck  as  follows :  Nos.  1,  6,  and  7  are  always  written 
downward,  and  No.  5  always  upward.  Nos.  2,  3,  8,  and 
9  are  usually  written  downward.  No.  12  is  usually 
struck  from  the  right  over  to  the  left, — that  is,  with  a 
movement  opposite  to  that  of  the  hands  of  a  clock. 

662.  Striking  Breves  Backward. — The  learner  should  prac- 
tise writing  all  of  the  breves,  except  Nos.  1,  5,  6,  and  7,  back- 
ward as  well  as  forward,  so  as  to  become  just  as  expert  in 
striking  them  in  one  direction  as  in  the  other.  The  arrow-heads 
in  the  following  cut  show  the  directions  of  pen-movement. 

■  I       .{      v\     s\     -r-      -rr-      C<      C' 
O       >)      O.     •Oi,     '^      "^      C°      ") 


250  ART   OF   PHONOGRAPHY. 

663.  Names  of  the  Breves. —  Convenient  names  for  the 
straight  and  curved  breves  may  be  formed  by  adding  the  suffix 
old  (meaning  "like")  to  the  sounds  of  the  consonant-stems 
which,  as  regards  form,  direction,  and  shading,  the  breves  re- 
semble. Thus,  the  first  eleven  breves  at  660  are  named  respect- 
ively as  follows:  Choid,  Toid,  Poid,  Koid,  Roid,  Joid,  Doid, 
Thoid,  Sold,  Noid,  and  Moid. 

664.  Names  of  Back-stroke  Breves.—  The  back-stroke 
breves  may  be  called  Up-Toid,  Up-Poid,  Left-Koid,  Up-Thoid, 
Up-Soid,  Left-Noid,  and  Left-Moid. 

665.  Positions  of  Breves. —  Breve-sigus  may  be  writ- 
ten above  the  line,  on  the  line,  or  just  below  the  line. 

666.  A  Study  in  Outlines. —  The  following  exercise  is  re- 
commended for  occasional  practice  by  phonographers.  It  may 
be  that  only  a  few  of  the  outlines  contained  in  it  will  ever  occur 
in  actual  shorthand  work  ;  but  the  discipline  of  hand,  so  indis- 
pensable in  acquiring  the  technique  of  the  art  of  stenography, 
which  wiU  be  afforded  by  the  writing  of  such  forms  as  these,  will 
be  found  of  much  value.  The  Standard  Dictionary  definition 
of  technique  is:  "Manner  of  artistic  performance;  the  details, 
collectively  considered,  of  mechanical  performance  in  any  art, 
especially  in  music ;  also,  mechanical  skill  in  artistic  work ; 
used  especially  of  the  practical  details  of  any  fine  art." 

,^^//  r.  r  ^  ^  <^^  ^j  ) ) 

^  r  r  \  \  yy  j  j  "^  ^ 
J  J  \  \  o^r  L  i  ^  ^ 


THE  BREVES  IN  PHRASE-WRITING.  251 


::-  y  y  i  \  r  J  :)  }  ^^ 


667.  Breve-Words  in  Phrases. —  When  joined  in 
phrases  certain  words  are  always  written  with  breve- 
signs;  while  there  are  other  words  which  sometimes 
are  written  with  breve-signs,  and  at  other  times, 
occurring  in  different  relations,  are  written  with  stem- 
signs,  in  accordance  with  certain  governing  rules  and 
principles  which  will  shortly  be  explained.  The  fol- 
lowing is  a  list  of  all  words  that  may  be  written  with 
breves,  being  arranged  in  groups  under  the  particu- 
lar classes  of  breve-signs  to  which  they  belong: 

I.  Slanting  to  the  right :  /,  of,  the,  have,  who,  whom, 
owe. 

II.  Slanting  to  the  left :  a,  an,  and. 

Remark. —  The  vowel-words  0,  oh,  and  awe,  although  written 
with  slanting  heavy  dash-vowel  signs  (271),  are  not  included 
among  the  foregoing  so-called  breve-words,  because,  being  sel- 
dom or  never  joined  in  phrases,  they  do  not  conform  to  the 
rules  which  apply  to  the  breve-signs  proper. 

m.  Perpendicular  and  Horizontal :  he,  him,  how. 

IV.  Semicircle,  Thoid  or  Soid :  without,  when,  with, 
what,  would,  way,  away,  we;  Noid  or  Moid:  you,  your. 

V.  Circle:  as,  has,  is,  his,  us. 


252  AET   OF  PHONOGRAPHY. 

BREVES  SLANTING  TO   THE  RIGHT. 

"I,"  "OF,"  "THE,"  "HAVE,"  "WHO,"  AND  "WHOM." 

668.  The  Pronoun  "  I,"  when  standing  alone,  is  writ- 
ten by  the  breve  Roid  in  the  first  position  (338). 

669.  Joined  in  phrases,  I  is  sometimes  written  with 
Roid  and  sometimes  with  Choid,  according  to  which 
direction  of  the  breve  gives  the  best  junction. 

670.  Upward  "I." — Commencing  a  phrase  and  be- 
fore either  of  the  stems  Chay,  Jay,  Tee,  Dee,  Pee, 
Bee,  Kay,  Gay,  Ith,  Dhee,  Ef,  Vee,  En,  Ing,  Lee,  if  the 
beginning  of  the  stem  is  simple,  J  is  written  with  Roid. 

671.  Downward  "I." — Commencing  a  phrase  and 
before  either  of  the  stems  Ree,  Ish,  Zhee,  Ess,  Zee, 
Er,  Way,  Em,  Hay,  I  is  written  with  Choid. 

672.  Either  Upward  or  Downward  "  I." —  Before  stems 
with  initial  hooks  or  initial  breve-s,  either  Roid  or 
Choid  may  be  used,  according  to  the  convenience  of 
the  writer. 

673.  Position  of  "  I."—  Standing  alone,  or  commenc- 
ing a  phrase  composed  entirely  of  breve-signs,  I  is 
written  in  the  first  position.  But  when  phrased  with 
stem-signs,  I  loses  its  identity  of  position,  and  fol- 
lows that  of  the  word  or  phrase  outline  to  which  it  is 
joined. 

674.  "I-have"  is  written  with  Choid  and  a  Vee- 
hook  (Chevoid). 

675.  "  I-wiU "  is  written  with  Roid  and  an  El-hook 
(Reloid). 

676.  I-have  and  I-will,  standing  alone,  take  the  first 
position.  In  phrases  they  follow  the  positions  of  the 
words  to  which  they  are  joined. 

677.  Size  of  Hooks  on  Breves. — Hooks  on  breves  should  be 


THE  BREVES  IN  PHRASE-WRITING.  253 

made  quite  small,  being  proportioned  to  the  length  of  the  bodies 
of  the  breves. 

678.  The  Preposition  "  Of." —  When  standing  alone, 
or  at  the  begiuniug  of  a  phrase  composed  entirely  of 
breve-signs,  of  is  written  by  Roid  in  the  second  posi- 
tion. (See  339,  340.)  The  breve-sign  for  of  is  re- 
moved from  the  first  position  to  the  second,  in  order 
to  make  a  positive  distinction  between  o/and  i";  al- 
though in  practice  it  is  found  that  these  words,  even 
when  written  exactly  alike,  seldom,  if  ever,  conflict. 

679.  "  Of-him"  and  "Of-whom." — For  purposes  of  distinc- 
tion, these  two  phrases  are  made  exceptions  to  the  foregoing 
rule  ;  of-him  being  written  Choid-Koid,  and  of-whom,  Eoid-Joid 
in  the  third  position. 

680.  "Of"   in  Phrases When  joined  to  stems  in 

phrases,  of  like  the  word  J,  is  sometimes  written 
with  Roid  and  sometimes  with  Choid,  according  to 
convenience. 

681.  Position  in  Phrases. —  When  of  commences  a 
phrase  not  composed  entirely  of  breves,  the  first  word 
that  has  a  stem-sign  is  written  in  its  position  and  the 
6>/-breve  follows  it. 

682.  "  Of-all "  is  written  with  Roid  and  an  El-hook 
(Reloid)  in  the  second  position. 

683.  "  Of-all-their "  may  be  written  with  the  sign 
for  of-all  and  a  final  hook  added  on  the  Ter-hook  side 
of  the  breve. 

684.  Final  **  The." —  Provision  has  already  been  made  for 
representing  the  word  the  in  phrases  both  by  the  Shortening 
Principle  (474)  and  by  changing  breve-s  to  breve-est  (548).  Still 
another  mode  of  indicating  the  is  by  a  breve-sign,  the  use  of 
which  will  now  be  explained. 

685.  Breve  for  Final  "  The."—  At  the  end  of  phrases, 
and  sometimes  in  the  middle,  hut  never  at  the  beginning, 
the  may  be  written  with  either  Choid  or  Roid. 


254  ART   OF   PHONOGRAPHY. 

686.  While  this  form  of  representation  is  specially  adapted  to 
use  with  other  breve-words,  it  may  also  be  employed  in  connec- 
tion with  stem-signs,  even  when  shortening  or  looping  for  the 
might  properly  be  used  instead.  Phonographers  who  have  dif- 
ficulty iu  writing  with  sufficient  precision  to  always  make  a  per- 
fect distinction  in  length  between  full-length  stems  and  short- 
ened ones,  may  sometimes  find  the  breve  the  safer  though  longer 
mode  of  writing  the. 

687.  "I,"  "Of,"  and  "The."— Summary.— Breve  Roid 
(or  Choid),  joined  in  phrases,  represents  these  words 
as  follows:  (1)  Initially,  either  I  or  of  only; — (2) 
Finally,  the  generally  and  of  and  tliee  occasionally;  — 
(3)  Medially,  either  J,  of,  or  the. 

688.  <«Ing-the."— The  breve  for  f^ie,  detached  and 
written  in  the  place  of  the  ing-dot,  denotes  ing-the.  This 
mode  of  indicating  ing-the  may  be  usefully  employed 
oftentimes  even  when  simple  ing  should  not  be  written 
with  the  dot-sign  (586). 

689.  The  Verb  "Have." — As  has  been  already  stated 
(343),  have  may  be  written  with  the  stem  Vee  or  with 
the  breve  Joid.  When  the  breve-sign  is  used,  it  is 
governed  by  the  following  miles  : 

I.  When  standing  alone  or  joined  at  the  beginning 
of  a  phrase  composed  entirely  of  breves,  have  is  writ- 
ten in  the  first  position. 

II.  When  have  commences  a  phrase  not  composed 
entirely  of  breves,  the  first  word-outline  that  contains 
a  stem-sign  is  written  in  position,  the  breve  for  have 
being  raised  or  lowered  accordingly. 

III.  Before  either  of  the  words  the,  a,  an,  we, 
you,  your,  us,  not,  have  is  written  with  the  breve 
Roid. 

IV.  In  the  middle  of  phrases  have  may  be  written 
with  either  Roid  or  Choid. 


THE  BREVES  IN  PHRASE-WRITING.  255 

690.  Have  n't  may  be  distinguished  from  have-not  by  writing 
the  former  vnth  the  stem  Vent,  and  the  latter  with  Roid-Net. 

691.  "Who"  or  "Whom."— The  breve  for  who  or 
tohom  (344,  345),  whcD  it  will  join  conveniently,  may 
be  used  at  the  beginning  of  any  phrase  that  does  not 
carry  it  above  the  line  of  writing. 

692.  When,  therefore,  this  breve  is  joined  initially, 
it  is  written  in  the  third  position,  and  controls  the 
position  of  the  phrase  in  which  it  is  written. 

693.  Final  or  Medial  "  Who-m."—  Either  tvho  or  ivhom 
may  be  joined  finally  or  medially  in  phrases,  without 
regard  to  the  position  it  will  then  take, 

694.  "Who-have,"  "Who-will,"  and  "Who-are,"  are 
written  by  the  breve  for  who  with  the  addition  of  the 
hooks  respectively  for  v,  I,  and  r,  (Jev-oid,  Jel-oid, 
Jer-oid). 

695.  "  Who-did,"  etc. —  Whenever  either  of  the  words  did, 
could,  and  should  follows  initial  who  in  a  phrase,  it  should  not  be 
written  with  its  ordinary  abbreviation  (Dee,  Kay,  or  Ish),  but 
with  a  half-length  stem ;  otherwise  these  words  would  conflict 
with  do,  can,  and  shall  respeetivelj%  Usually,  however,  it  is 
better  to  disjoin  and  write  the  words  separately  with  their 
regular  abbreviations  in.  their  proper  positions. 

SIXTY-SEVENTH  READING  EXERCISE. 


256 


ART  OF  PHONOGRAPHY. 


^         A         ^         P        j^         L      ...^ 


t  ...r....  ^ 


/ 1  ^ 

\i     ^^       "k/r      ^^ 


^ 


r 


»< 


^  ^..-^--^ 


^ 


.T><.. "/.....  -E     %  .."T^  c_. 


o/O 


.-5- 


•  ^\>.":'..>.''^. 


y< 


•^^  "S  -^ 


^     yr     ^'     ^     'V:^..r..x^,.Z..?...>'..^..0     ^- 


-o 


^ 


/'L 


.A^.. 

<:^._:>-^..^ 


s- 


.^  '^ 


r.    V 


/..V.^.:^ 


<S7> 


^ 


l\ 


/-^     c 


^ 


^ 


THE  BREVES  IN  PHRASE- WRITING.  257 

./:>  j-.i..N,.  ^^-i-  /.1--V  ^ 

or. S.    ....ax )      ^  ..... 

<^                   ,        ^y       A       -<-       ^       >>       /?-      ^ 
/      /J   or    J     '. ._ 

l.L.s^.:^ 1  ^.  /.^^  X. 


SIXTY-SEVENTH  WETTING  EXEECISE. 

696.  I  take,  I  charge,  I  did,  I  think,  I  could,  I  object,  I  judge, 
I  hope,  I  gave,  I  can,  I  fail,  I  know,  I  recollect,  I  make,  I  hear, 
I  say,  I  ever,  I  allow,  I  want,  I  should,  I  was,  I  believe,  I  agree, 
17 


25B  ART   OF  PHONOGRAPHY. 

I  tell,  I  call,  if  I  may,  I  said,  shall  I,  did  I  not,  I  rely,  I  suppose, 
I  have,  I  have  never,  I  will,  I  will  be. 

697.  Of,  of  you-r,  of  the,  of  Mm,  of  our,  of  which,  of  his 
(of  us),  of  advantage,  of  a,  of  whom,  of  any,  of  this,  think 
of,  instead  of,  most  of,  best  of,  of  them,  of  her,  support  of,  of 
my,  matter  of  fact,  many  of  the,  some  of  the,  of  all  the,  of  all, 
of  all  their. 

698.  Put  the,  taught  the,  wrote  the,  await  the,  date  the, 
thought  the,  establish  the,  end  the,  vote  the,  shut  the,  not  the, 
get  the,  let  the,  met  the,  after  the,  hate  the,  whether  the,  under 
the,  alter  the,  called  the,  told  the,  quote  the,  toward  the,  relate 
the,  offered  the,  yield  the,  thread  the,  assert  the,  throughout  the, 
award  the,  joined  the,  flatter  the,  attend  the,  count  the,  appoint 
the,  did  i^ot  the,  combined  the,  rent  the,  paved  the,  chafed  the, 
gained  the,  anoint  the,  assigned  the,  offend  the,  around  the, 
shunned  the,  won't  the,  tender  the,  hunt  the,  mind  the,  loaned 
the,  venture  the,  encounter  the,  render  the. 

Noted  the,  indicate  the,  matched  the,  compelled  the,  robbed 
the,  sent  the,  speed  the,  lift  the,  saved  the,  ranked  the,  seized 
the,  slight  the,  slaughter  the,  blind  the,  slant  the,  concerned  the, 
spend  the,  grant  the,  smote  the,  smother  the,  summoned  the,  sur- 
round the,  stand  the,  slander  the,  do  the,  can  the,  give  the, 
where  the,  thank  the,  charge  the,  pay  the,  ought  the,  could  the, 
are  the,  gave  the,  were  the,  think  the,  them  the,  own  the,  show 
the,  should  the,  shall  the,  usually  the,  though  the,  ever  the,  know 
the,  why  the,  say  the,  hear  the,  saw  the,  see  the,  may  the,  they 
are  the,  allowed  the,  among  the  most,  reach  the,  these  are  the, 
represent  the,  like  the,  neglect  the,  mob  the,  avail  the,  narrow 
the,  above  the,  rush  the,  name  the,  also  the,  both  the,  deny  the, 
bear  the,  along  the. 

Attain  the,  upon  the,  run  the,  again  the,  join  the,  been  the, 
done  the,  refer  the,  out  of  the,  achieve  the,  before  tlie,  which  of 
the,  then  the,  even  the,  often  the,  known  the,  assign  the,  shun 
the,  caution  the,  mean  the,  an-aign  the,  loan  the,  better  the, 
fashion  the,  win  the,  adjourn  the,  brave  the,  contrive  the,  which 
are  the,  plan  the,  deprive  the,  try  the,  deliver  the,  while  the, 
near  the,  on  all  the,  tell  the,  practice  the,  share  the. 

Chase  the,  pass  the,  which  is  the,  base  the,  does  the,  cause 
the,  face  the,  that  is  the,  this  is  the,  raise  the,  thinks  the,  where 


THE  BREVES  IN  PHRASE-WRITING.  259 

is  the,  knows  the,  says  the,  shows  the,  why  is  the,  lose  the,  here 
is  the  (hears  the),  amuse  the. 

699.  Doubting  the,  taking  the,  reproving  the,  fashioning  the, 
costing  the,  meeting  the,  charging  the,  moving  the,  blackening 
the,  mustering  the,  thinking  the,  reducing  the. 

700.  Have,  have  been,  have  I,  have  gone,  have  as  (his),  have 
assigned,  have  so,  have  weight,  have  our,  have  as  much,  have 
a,  have  the,  have  you-r,  do  not  have,  have  we,  have  us,  haven't, 
have  not. 

701.  Who  were,  who  is  (has),  who  said,  who  told,  to  whom, 
who  believes,  whom  I,  who  go,  who  may,  who  is  (has)  not,  by 
whom,  who  has  been,  about  whom,  for  whom,  upon  whom,  one 
who  can,  who  have  not,  who  have,  under  whom,  in  whom,  at 
whom,  between  whom,  each  of  whom,  on  whom,  who  have  said, 
who  will  make,  who  are  these,  who  did,  who  should,  who  do, 
who  will,  who  are,  who  will  be,  who  shall,  who  are  much,  who 
are  so,  who  can.  who  cannot,  who  could,  who  could  not. 


LESSON  LVIII. 
BREVES  SLANTING  TO   THE  LEFT. 

"A,"  "AN,"  OR  "AND." 

702.  The  words  a,  an,  and  and,  like  the,  when  standing  alone, 
are  written  each  with  a  light  dot  (334-339).  But,  for  the  purpose 
of  sometimes  joining  them  in  phrases,  they  are  also  provided  with 
a  breve-sign. 

703.  Breve  for  "A,"  "An,"  or  "And."  — The  breve 
Poid  may  be  used  indiscriminately  for  either  a,  an, 
or  and,  in  any  part  of  a  phrase. 

704.  Up-Poid  or  the  Dot-sign. —  Whenever  the  breve- 
sign  for  these  words,  if  written  downward  to  the  right, 
will  not  make  a  good  junction,  it  may  be  struck  upward 
to  the  left,  or  else  the  peu  may  be  taken  off  and  the  dot- 
sign  made  instead  of  the  breve. 


260  ART  OF  PHONOGRAPHY. 

705.  Easier  forms  will  be  secured  by  not  attempting  after 
certain  stems  to  give  Up-Poid  the  exact  slant  of  Pee.  It  may 
be  made  nearly  level  with  the  line  after  Ith  and  Dliee  (see 
thinic  a,  that  a),  and  struck  almost  directly  upward  after  Pee, 
Bee,  Em,  and  Hay  (see  hy  a,  from  a). 

706.  Position. —  At  the  beginning  of  all  phrases  which  con- 
tain a  stem-sign,  the  breve  for  a,  an,  or  and  follows  the  position 
of  the  outline  to  which  it  is  attached.  When  commencing 
phrases  composed  entirely  of  breve-signs,  this  breve  is  written 
as  follows :  (a)  Before  a,  an,  as,  has,  have,  I,  he,  the,  we,  and 
you,  in  the  first  position ;  (6)  Before  of,  in  the  second  position ; 
(c)  Before  is,  his,  who,  whom,  and  of-whom,  in  the  third  position. 

707.  '•  Ing-a." —  The  breve  for  a  may  be  detached 
and  written  in  the  place  of  the  ing-dot  to  denote  ing-a. 
This  sign  for  ing-a,  like  that  for  ing-tJie  (687),  may  be 
used  more  freely  than  the  dot-sign  for  ing.  That  is 
to  say,  while  it  is  better,  for  instance,  to  use  the  stem 
Ing  at  the  end  of  the  word  maJcing  standing  alone,  in 
the  phrase  maMng-a,  the  stem-sign  may  be  replaced 
by  detached  Poid. 

SIXTY-EIGHTH  READING  EXERCISE. 


"V      W      vv      \^ 


7  1 


THE  BREVES  EN  PHRASE-WRITING.  261 


SIXTY-EIGHTH  WRITING  EXERCISE. 

708.  A  check,  and  which,  and  each,  and  our,  and  yet,  and  this, 
and  where,  and  think,  and  were,  and  thither,  and  thou,  and 
from,  and  all,  a  man,  a  most,  a  little,  and  will,  and  may,  a 
thought,  an  allowance,  and  the,  and  have,  and  then,  and  as  (has), 
and  he,  and  we,  and  I,  and  the,  and  of,  and  who,  and  you,  and 
is  (his),  and  of  whom,  and  as  he,  and  as  (has)  a,  and  as  I,  and 
as  the,  and  is  of,  and  have  I,  and  is  the,  and  have  the,  and  is  a, 
and  have  a,  and  which  are,  and  ascertain,  a  truth,  and  have  you, 
a  great,  and  such,  share  and  share,  and  said,  and  sell,  and 
seem. 

709.  Each  a,  which  a.  know  a,  such  a,  in  a,  on  a,  among  a, 
under  a,  show  a,  along  a,  shall  a,  should  a,  saw  a,  usually  a, 
or  a,  was  a,  upon  a,  before  a,  part  of  a,  than  a.  raise  a,  began  a, 
cause  a,  lose  a,  at  a,  do  a,  it  is  a,  to  a,  by  a,  could  a,  think  a, 
can  a,  gave  a,  them  a,  that  a,  from  a,  beyond  a,  all  a,  thought 
a,  follow  a,  will  a. 

710.  Changing  a,  thinking  a,  getting  a-n,  parting  a,  meeting 
a-n,  giving  a-n,  making  a,  engraving  a,  leaving  a,  introducing  a. 

[Charging  a-n,  doing  a,  coming  a,  going  a,  recollecting  a, 
thanking  a,  knowing  a,  showing  a-n.  seeing  a,  hearing  a,  asking 
a,  catching  a,  enjoying  a-n,  liking  a,  following  a,  acknowledg- 
ing a.  becoming  a,  calling  a,  throwing  a,  delivering  a-n,  during 
a,  collecting  a,  deeding  a,  cutting  a,  noting  a,  omitting  a,  hitting 
a,  letting  a,  folding  a.  greeting  a,  altering  a,  noticing  a,  refusing 
a.  purchasing  a,  sending  a,  trusting  a,  mastering  a.] 


262  ART  OF  PHONOGRAPHY. 

LESSON  LIX. 
UPRIGHT  AND  HORIZONTAL  BREVES. 

"HE,"  "HIM,"  AND  ''HOW." 

711.  "He"  Standing  Alone. —  When  standing  alone, 
he  is  written  either  with  the  stem  Hay  on  the  line,  or 
with  the  breve  Toid  on  the  line;  preference  being  given 
to  the  latter  mode. 

712.  ♦'  He  "  in  Phrases. —  When  joined  in  phrases  Tie 
is  usually  written  with  Toid  or  Koid,  according  to 
which  makes  the  best  junction  with  contiguous  signs. 
Sometimes  Doid  instead  of  Toid  is  used  for  he,  either 
to  make  a  distinction  in  meaning  (as  between  he-can 
and  how-can),  or  for  greater  precision  of  writing  (as 
in  he-was,  ivas-he,  that-he,  etc.).  And  occasionally  the 
stem  Hay  may  be  employed  with  advantage  for  he  in 
phrases  (as  in  does-he-not,  ivas-he-there,  etc.). 

713.  Position  of  Initial  Breve  "  He."— At  the  begin- 
ning of  phrases  the  breve  for  he,  as  a  rule,  follows  the 
position  of  the  word  or  phrase  to  which  it  is  joined. 

714.  Exceptions. —  In  the  phrases,  he-would,  he-tJie,  he-said, 
he-has-beguu,  and  generally  before  the  stems  Ess  and  Zee,  in 
order  to  avoid  conflict  with  other  outlines,  the  breve  is  written 
on  the  line. 

715.  Position  of  Initial  Stem  "He." — But  when  the  stem 
Hay  is  used  for  initial  he,  it  is  always  written  on  the  line.  See 
the  phrases  he-was,  he-therefore. 

716.  Caution  in  using  Koid  for  "He."— When  the  breve 
Koid  is  used  for  he,  either  initially  or  in  the  middle  of  phrases, 
care  should  be  taken  not  to  slant  it  upward  to  the  right,  as  it 
might  theu  be  mistaken  for  /.  On  the  contrary,  by  giving  it  a 
slight  downward  slant  in  the  direction  of  Poid  all  such  danger 
will  be  avoided  and  no  harm  can  come. 


THE   BREVES  Df  PHRASE-WRITINa.  263 

717.  But  in  the  middle  of  phrases  it  is  not  so  easy  to  control 
the  direction  of  the  breve  as  at  the  beginning,  and  unless  Toid 
can  be  substituted,  it  is  usually  safer  to  disjoin  and  commence 
a  new  outline.  For  an  illustration  see  the  outline  of  the  phrase 
ichich-he-said. 

718.  Up-Toid  for  "He."— For  a  like  reason,  when  Up-Toid 
is  used  for  he,  it  should  be  slanted  a  little  to  the  left.  See  the 
phrases  he-know,  he-necer,  etc. 

719.  "Him"  Standing  Alone. — When  standing  alone, 
him  may  be  written  with  either  the  stem  Hay  or  the 
breve  Doid  resting  on  the  line,  preference  being  given 
to  the  latter  sign.  Very  rarely  Jiim  is  written  in  full, — 
that  is,  with  Toid  and  the  stem  Em ;  as  in  the  sentence, 
"  Him  that  is  weak  in  the  faith  receive." 

720.  "Him "in  Phrases.— The  word  him  is  never  joined 
initially  in  phrases.  It  may,  however,  be  joined  finally  by  either 
of  the  breves  Doid  or  Koid,  and  occasionally  by  Toid.  See  the 
phrases  by-him,  npon-him,  charge-him,  find-him,  etc. 

721.  Caution  as  to  Final  "Him." — At  the  end  of  phrases 
him  should  never  be  written  with  the  stem  Hay,  for  fear  of  con- 
flict with  the  word  me. 

722.  "  How"  standing  Alone. — When  standing  alone, 
how  is  written  with  either  the  stem  Hay  or  the  breve 
Toid  in  the  first  position. 

723.  "  How,"  Represented  by  a  Breve,  is  never  joined  at 
the  end  of  a  phrase. 

724.  "  How,"  Commencing  Phrases,  may  be  written 
with  Toid  or  Koid,  according  to  which  gives  the  best 
junction, —  and  sometimes  with  the  stem  Hay.  Writ- 
ten with  a  breve,  how  should  never  be  joined  at  the 
beginning  of  a  phrase  which  will  bring  its  sign  below 
or  down  to  the  line.  It  may,  however,  sometimes  be 
raised  or  lowered  a  little,  in  order  that  the  rest  of  the 
outline  may  take  its  own  position.  See  the  phrases 
how-to,  how-had,  how-do,  how-did,  how-shall,  hoiv-dare, 
how-often,  how-far,  etc. 


264  ART   OF   PHONOGRAPHY. 

725.  "  How"  in  the  Middle  of  Phrases  is  written  with 
both  the  stem  Hay  and  the  breve-sign,  according  to 
which  gives  the  best  phrase  outline.  See  the  phrases 
for-hoiv-long,  for-Jioiv-much,  on-how-many,  etc. 


SIXTY-NINTH  EEADENG  EXERCISE. 

/111/-.      _ 

T-    ^    I-         ■?-    3     ,          ^,               -v:^^ 
V^ ^ >.. -J....-  ^-^ ^^- 

rr.."-^.'^..!./ 


-'"^...4>  or    /..b-.v X V^      V — ?      V — P     V f.-.^—V... 


THE  BREVES  IN   PHRASE-WRITING. 


265 


--^-Y^^-^ 


L(.< 


._^.-vb-u-i^ 


^    ••-    t    7 


^ ..?.. 


.  ^, 


^-/^ 


0  V 

.or. ..or 


w 


SIXTY-NINTH  WRITING  EXERCISE. 

726.  He,  he  charge,  he  ought,  he  had,  he  did,  he  were,  he  could, 
he  thank,  he  gave,  he  can,  he  ever,  he  should,  he  will,  he  shall,  he 
may,  he  came,  he  began,  he  generally,  he  begin,  he  done,  he  ran, 


266  ART   OF   PHONOGRAPHY. 

he  shown,  he  then,  he  mean,  he  often,  he  won,  he  can  have,  he 
shall  have,  he  loan,  he  could  have,  he  doubt,  he  may  have,  he 
got,  he  will  have,  he  thought,  he  had  not,  he  shut,  he  don't,  he 
might,  he  did  not,  he  could  not,  he  find,  he  cannot,  he  were  not, 
he  may  not,  he  chose,  he  found,  he  will  not,  he  does,  he  gives, 
he  thinks,  he  comes,  he  recollects,  he  shows,  he  tell,  he  lost,  he 
belong,  he  must,  he  call,  he  delivered,  he  rely,  he  believed,  he 
told,  he  tried,  he  brought,  he  soon,  he  who,  he  speak,  he  spoke, 
he  signed,  he  has  not,  he  sent,  he  has,  he  send,  he  has  never,  he 
has  nothing,  he  has  had,  he  has  no,  he  has  long,  he  has  done,  he 
has  gone,  he  has  generally,  he  has  been,  he  is,  he  is  in,  he  is  be- 
ginning, he  is  not,  he  is  only. 

727.  He  would,  he  the,  he  has  begun,  he  hear,  he  said,  he  say, 
he  saj's,  he  was,  he  was  there,  he  hears,  he  was  not,  which  he 
said,  he  known,  he  know,  he  knows,  he  never,  he  therefore,  he 
understood. 

728.  Ought  he,  had  he,  did  he,  could  he,  which  he,  think  he, 
can  he,  though  he,  was  he,  that  he,  if  he,  shall  he,  where  he, 
should  he,  were  he,  will  he,  did  he  not,  that  he  was,  why  he, 
may  he,  whether  he,  does  he  not,  than  he,  other  than  he,  was  he 
there,  then  he,  than  he,  had  n't  he,  did  n't  he,  more  than  he,  don't 
he,  can't  he,  may  not  he,  could  n't  he,  will  not  he. 

729.  Him,  charge  him,  to  him,  gave  him,  recollect  him,  by 
him,  give  him,  thank  him,  know  him,  for  him,  show  him,  on  him, 
make  him,  saw  him,  upon  him,  see  him,  against  him,  find  him, 
he  told  him,  around  him,  wrote  him.  taught  him,  met  him,  get 
him,  under  him,  let  him,  saw  him  there  (saw  me  there),  after 
him. 

730.  How,  how  to,  how  had,  how  can,  how  do,  how  were,  bow 
did,  how  they,  how  hath,  how  long,  how  thy,  how  was,  how  my, 
how  shall,  how  may,  how  high,  how  dare,  how  Avill,  how  much, 
how  came,  how  many,  how  then,  how  does,  how  little,  how  often, 
how  must,  how  should,  how  far,  how  good,  how  might,  how  near, 
how  do  you,  how  great,  how  did  you,  how  had  you,  how  the,  how 
have,  how  a,  how  you,  how  would,  how  he,  how  are,  how  has, 
how  we,  how  soon,  how  has  the,  how  has  that,  how  has  a,  how 
has  (is)  it,  how  has  he,  how  has  it  been,  for  how  long,  how  has 
(is)  there,  in  how  many,  for  how  much,  on  how  many,  how  are 
you  (somehow,  anyhow,  however). 


THE  BREVES  IN  PHRASE-WRITING.  267 

731.  Straight  Breves  and  Proximity. — Any  of  the 
straight  breve-signs  may  be  written  close  to  the  be- 
ginning of  a  word-outline  from  which  initial  com  or 
con  has  been  omitted,  thereby  (1)  writing  the  word 
represented  by  the  breve-sign,  and  (2)  indicating  by 
proximity  the  omitted  syllable  (615,  II.). 

732.  Has  no  Position  of  its  Own. — In  such  cases  the  hreve- 
sign  does  not  have  any  position  of  its  own,  but  accommodates 
itself  to  the  position  of  the  outline  which  it  precedes. 

733.  The  straight-breve  words  before  com  or  con  are 
written  as  follows: 

A  com  (or  con),  always  by  Poid. 
And  com  (or  con),  always  by  Poid. 
I  com  (or  con),  always  by  Roid. 
Of  com  (or  con),  always  by  Roid. 
Tlie  com  (or  coyi),  always  by  Choid. 
He  com  (or  con),  by  Toid  or  Koid. 

734.  Breve  Written  First. — The  breve-sign  should  always 
be  written  before  making  the  outline  of  the  succeeding  word. 

Examples : 

and-.\^.-'■«^  ...^..J-  .X-.^^*- |l;    .^CI^..-^. 

I-    ^^  />^.f^\../^r:r^../^     ^^    '^•4 

o^.:^A.  L^.:^!...^  ^^..:v^ 


268  ART  OF  PHONOGRAPHY. 

LESSON  LX. 
SEMI-CIRCLE  BREVES. 

735.  "Without."— This  word  is  written  with  the 
breve  Thoid  in  the  first  position.  It  may,  however, 
when  desired,  be  written  in  full,  that  is,  with  the  form 
Thoid-Dheti. 

736.  In  Phrases — The  breve-sign  for  without  may 
be  joined  iu  phrases,  but  it  must  be  invariably  at  the 
beginniug.  And,  as  a  rule,  it  is  only  phrased  with 
other  breve-signs. 

737.  Position. — The  breve  for  without  never  varies  its  posi- 
tion in  the  least  to  accommodate  itself  to  the  position  of  out- 
lines joined  after  it. 

738.  All  of  these  limitations,  mentioned  in  the  last  two  para- 
graphs, are  placed  upon  the  use  of  the  breve  for  without,  because 
of  its  liability  to  conflict  with  we  (754-757).  Hence,  before 
words  which  are  never  preceded  by  we,  it  may  be  used  with 
safety;  as  in  the  phrases  tcithout-which,  without-it,  without-they, 
without-this,  without-such,  etc. 

739.  "When"  Alone  and  in  Phrases — Standing  alone, 
the  word  when  is  always  written  with  the  breve  Thoid, 
placed  invariably  on  the  line.  And  in  phrase-writing 
also,  whenever  it  is  feasible  to  do  so,  it  should  be 
written  with  that  breve.  But  before  certain  signs,  as 
the  stems  Kay,  Gay,  Ree,  Ess,  Zee,  Er  and  Way,  and 
the  breves  Koid  and  Roid,  the  breve  Thoid  cannot 
well  be  joined,  and  so,  for  the  purpose  of  securing  a 
number  of  additional  and  quite  useful  phraseograms, 
it  is  permitted  that  in  such  cases  the  breve  Sold  be 
used  for  ivhen  instead  of  Thoid. 

740.  Where  "When"  maybe  Joined.— The  breve  for  when 
may  be  joined  initially,  but  never  finally  or  medially. 


THE   BREVES  IN   PHRASE-WRITING.  269 

741.  "When-will." — This  phrase  may  be  written  with 
Thoid2-El,  Up-Thoid2-Lee,  or  with  the  hook-breve  (580)  and  Lee 
(Weel)  in  the  second  position, —  according  to  the  preference  of 
the  writer. 

742.  "Whenever"  and  "Whensoever"  are  written 
with  the  breve  for  when  and  the  suffixes  for  ever  and 
soever  added  to  it  (627-632). 

743.  "  With  "  Alone  and  in  Phrases."—  When  stand- 
ing alone,  ivith  is  written  with  the  breve  Thoid  in 
the  third  position.  In  phrase-writing  with  is  usually 
written  with  the  breve  Thoid;  but  in  the  phrases 
unth-all,  with-their,  icith-all-their,  witJi-reference,  mth- 
regard,  etc.,  the  stem  Dhee  is  used.     See  651. 

744.  Position  of  "  With  "  in  Phrases. —  When  joined  ini- 
tially in  phrases,  with  is  always  placed  in  the  third  position. 

745.  "  What "  is  written  with  the  breve  Soid  in  the 
first  position.  It  may  be  joined  in  phrases,  but  at  the 
commencement  only.  The  phrases  af-what,  to-what, 
and  of-what  are  exceptions  to  the  rule.  What  must 
not  be  joined  before  can. 

746.  Position. —  ^hat,  commencing  a  phrase,  is  invariably 
written  in  the  first  position,  except  that  it  may  sometimes  be 
raised  or  lowered  a  little  in  its  position  to  allow  the  second  word 
of  the  phrase  to  take  its  own  position. 

747.  In  the  phrase  what-is-there,  the  loop  has  the  slant  of  Pee 
instead  of  Chay. 

748.  "Whatever"  and  "Whatsoever"  are  written  with 
the  breve  for  what  and  the  suffixes  for  ever  and  soever 
added  to  it  (627-632).' 

749.  Hook-breve  for  "What."— The  hook-breve  may  be 
used  for  uhat  before  Lee,  as  in  the  phrases  what-tcill  (WeeU) 
and  what-else  (Weelgi). 

750.  "Would"  Alone  and  in  Phrases. —  "When  stand- 
ing alone,  would  is  written  with  the  breve  Soid  in  the 
third  position.    In  phrases  it  is  also  usually  written 


270  ART  OF  PHONOGRAPHY. 

with  its  breve-sign ;  but  occasionally  the  stem  Way 
is  employed. 

751.  Joined  Initially. —  At  the  beginning  of  phrases  would 
Is  generally  wi-itten  with  the  hreve  Sold ;  but  before  the  stems 
Em,  Hay,  and  Lee,  and  in  woiddn't  and  would-there,  the  stem 
Way  is  used. 

752.  Joined  Finally  and  Medially.—  At  the  end  and  in  the 
middle  of  phrases,  would  is  almost  invariably  written  with  Soid,— 
never  with  the  stem  Way.  The  exceptions  as  to  the  breve  are 
the  phrases  ichen-would,  tpJiere-tcould,  thai-would,  they-would,  and 
there-would,  in  which  it  is  allowable  to  use  Thoid  for  would. 

753.  Position. —  When  would  is  joined  initially,  it  is  always 
written  in  the  thii'd  position.  When  joined  finally  or  medially  it 
has  no  position  of  its  own,  but  follows  that  of  the  preceding  sign. 

754.  "  We  "  Alone  and  in  Phrases. —  The  pronoun  ice, 
when  standing  alone,  is  written  with  the  stem  Way  in 
the  third  position.  But  in  phrases  tee  is  generally 
written  with  a  perpendicular  semi-circle  breve. 

755.  "  We  "  Joined  Initially. —  At  the  beginning  of  phrases 
Thoid  is  usually  employed  for  tee  ;  but  sometimes  Soid  or  Way 
is  used.  Thoid  is  preferred  when  it  will  join  readily  to  the 
sign  that  follows, —  otherwise  Soid  is  used.  The  stem-sign  Way 
is  better  than  either  of  the  breves  (Thoid  or  Soid)  before  Em  and 
Hay.  See  the  phrases  we-may,  we-make.  Way  is  also  preferred 
in  the  phrases  ice-have  and  ice-are. 

756.  ««We"  Joined  Finally  and  Medially.— At  the  end 
and  in  the  middle  of  phrases  either  Thoid  or  Soid  may  be  used 
for  we,  preference  being  given  to  Thoid  when  it  will  join  readily. 
The  hook-breve  may  be  used  for  ice  before  Lee,  as  in  the  phrase 
ice-will  (Weel3). 

757.  Position. —  "^VTien  a  breve-sign  is  used  for  we,  it  has  no 
position  of  its  own,  but  invariably  follows  that  of  the  outline  to 
which  it  is  joined.  This  rule  applies  as  well  when  the  breve 
for  we  is  initial  as  when  it  is  final  or  medial.  See  the  phrases 
we  ought,  we  did  not,  we  shall,  that  we,  should  ice. 

758.  "Way,"  "Away."— At  the  termination  of  a 
few  phrases  ending  in  way  or  aivay,  when  the  stem 
Way  cannot  conveniently  be  joined  to  represent  the 


THE  BREVES  IN  PHRASE-WRITING  271 

word,  the  breve  Thoid  or  Sold  may  be  used  in- 
stead. 

759.  "You"  and  "Your"  Alone  and  in  Phrases. — 
Standing  alone  you  is  written  with  the  breve  Moid  or 
Noid  (preferably  Noid),  placed  below  the  line,  and 
your  with  the  stem  Yay,  also  in  the  third  position.  In 
phrases,  both  of  these  words  are  usually  written  with 
the  breve  Moid  or  Noid ;  preference  in  each  case  usu- 
ally being  given  to  the  form  of  breve  that  will  make 
the  best  junction.  They  are  also  sometimes  written 
in  phrases  with  the  stem  Yay :  as  myou-are^  you-have, 
your-own.  But  whenever  it  will  cause  no  loss  in 
speed  to  write  you  with  the  breve  and  your  with  the 
stem-sign,  it  is  well  to  do  so. 

760.  Position. —  Like  the  breve-sign  for  we,  the  breve  for  you, 
when  joined  in  a  phrase,  has  no  position  of  its  own,  but  follows 
that  of  the  outline  to  which  it  is  joined.  See  the  phrases  you  had, 
you  did,  you  can,  that  you,  if  you. 

761.  Rule  of  Position  for  All  Breve-Words When 

a  phrase  is  composed  entirely  of  breve-signs,  the 
outline  of  the  first  word  is  always  written  in  its  own 
position, —  that  is,  in  the  position  it  occupies  when 
standing  alone.  But,  when  a  phrase  begins  with  a 
breve-word,  and  a  stem-word  is  joined  after  it,  in 
such  case  certain  of  the  breve-words  are  written  in 
their  own  positions,  while  others  lose  their  positions, 
being  raised  or  lowered  to  allow  the  stem-word  to 
take  its  proper  position.  The  breve- words  that  at 
the  beginning  of  phrases  always  retain  their  own 
positions,  are  who,  hace,  hou\  without,  tvhen,  with,  what, 
ivould,  and  is.  The  breve-words  that  at  the  beginning 
of  phrases  lose  their  own  positions,  and  accommodate 
themselves  to  the  position  of  the  stem-word  joined 
after  them,  are  a,  an,  and,  J,  of,  he,  tve,  you-r,  and  as. 


272  ART  OF  PHONOGRAPHY. 

762.  Enlarging  Breves  to  Add  "You-r"  and  "Would." 

—  Either  you  or  ijour  may  be  added  after  any  word* 
written  with  the  breves  Thoid  and  Soid;  and  would, 
after  any  word  written  with  Moid  and  Noid,  by  simply 
enlarging  the  breve;  as  in  the  phrases  ivithout-you-r,  ivhen 
-you-r,  with-you-r,  what-you-r,  would-yoii-r,  you-would. 

763.  How  to  Enlarge  Semi-Oircle  Breves.— The  best  form 
of  enlarged  semi-circle  breve  is  obtained  by  making  it  just  a 
little  wider  than  the  small  breve,  but  with  quite  long  and  nearly 
straight  ends,  as  shown  in  the  illustrations. 

SEVENTIETH  READING  EXERCISE. 

'   '  ^. .\.A..!.. '..!:...?.../  .1  X   (• 


(   C-  C  / 


c  ..9....c....<;....«i...  c  -£-- 


yxrri^  I 


c       5      S      S      9       « 


1  ;  ;  (^  (  <■ 


^^?3%^^^^d^^^ 


•.r- 


If  .|..f-   r..j.^  >  r^.r.  ^Zy. 


THE  BREVES  IN  PHRASE-WRITING. 


273 


Z..?..J...£...€..l...^..,-.!L4.,..d.. 


3  ^^«*3*ff\. 


^ 


.• b" 


u 


•L- 


/  }-  ':>..3....  ^ 


..>,., 


; 


/..:l.L.l...i..4 


Is 


>/ 


^ 


J. 


J. 


l..l..^..r^:^l.'^  -V  :v^..^.. 


^         y^ 


it    or   /      ....... tir or 

,,..r..-j..-!:..l..(-  ^..v^. 

-r'^.^^.C^  J,:,,.. 


or ^j^.  or  .^^;x*'- 


%/^  't 


Ci'  ..p. 


<^ 


274  ART  OF  PHONOGRAPHY. 


.^..^...^..^...^.J...|;_..X^ 


r-...-:^.  J^  ...1.1.  > 


r/^ 


'^■■n°''"0 (r""0\; 


'*■ 


SEVENTIETH  WEITING  EXERCISE. 

.  764.  Without,  without  the,  without  a,  without  he,  without  him, 
without  we,  without  his  (us),  without  you-r  (762),  without  you 
would,  without  it,  without  they,  without  which,  without  this, 
without  its,  without  them,  without  such,  without  those. 

765.  When,  when  the,  when  a,  when  he,  when  we,  when  have, 
when  is,  when  do,  when  he  was,  when  did,  when  they,  when  this, 
when  your,  when  that,  when  those,  when  its,  when  were,  when 
is  your,  when  can,  when  was,  when  could,  when  you  would, 
when  are,  when  you-r  (762),  when  will  (741),  when  you  had, 
when  is  the,  when  is  (has)  his,  when  is  (has)  there,  when  would 
you-r,  whenever,  whensoever. 

766.  With,  with  the,  with  a,  with  him,  with  his  (us),  with 
whom,  with  it,  with  advantage,  with  which,  with  your,  with 
that,  with  them,  with  you-r  (762). 


THE  BREVES  EN  PHRASE-WRITING.  275 

767.  What,  what  the  (I),  what  a,  what  he,  what  would  we 
(what  we  would),  what  is,  what  would  (we),  what  is  the,  what 
is  he,  what  it,  what  is  a,  what  is  there,  what  is  his,  what  do, 
what  day,  what  had,  what  did,  what  date,  what  part,  what  were, 
what  differeuce,  what  part  of  the,  what  right,  what  shall,  what 
should,  what  for,  what  was,  what  her,  what  are,  what  way,  what 
interest,  what  not,  what  next,  what  business,  what  about,  what 
is  it,  what  you-r  (762),  what  would  you,  what  you  would,  what 
you  say,  what  else,  what  wiU,  to  what,  at  what,  of  what,  wliat- 
ever,  whatsoever. 

768.  Would,  would  the  (I),  would  a,  would  he,  would  his, 
would  do,  would  we,  would  it,  would  be,  would  give,  would  never, 
would  go,  would  ever,  would  not,  would  take,  would  he  not,  would 
not  be,  would  make,  would  like,  I  could,  would  you  (762),  I 
would  not,  how  would,  who  would,  would  there,  he  would,  it 
would,  so  would,  why  would,  which  would,  or  would,  when  would, 
that  would,  where  would,  they  would. 

769.  We,  we  have,  we  judge,  we  take,  we  do,  we  had  not,  we 
charge,  we  ought,  we  had,  we  did,  we  do  not,  we  can,  we  could, 
we  did  not,  we  cannot,  we  could  not,  we  give,  we  go,  we  recol- 
lect, we  gave,  we  were,  we  were  there,  we  were  not,  we  thank, 
we  thought,  we  feel,  we  think,  we  own,  we  show,  we  know,  we 
shall,  we  should,  we  see,  we  may,  we  saw,  we  hear,  we  may  not, 
we  once,  we  make,  we  want,  we  never,  we  will. 

770.  Have  we,  which  we,  have  we  the,  ought  we,  are  we,  can 
we,  were  we,  think  we,  that  we,  yet  we,  thought  we,  though  we, 
if  we,  shall  we,  why  we,  for  we,  after  we,  should  we,  may  we, 
wiU  vfBj  all  we,  when  did  we,  what  do  we. 

771.  Come  away,  go  away,  put  away,  get  away,  all  the  way, 
from  the  way,  in  the  way,  float  away,  how  far  away,  fritter 
away. 

772.  You,  your,  you  and  (a),  you  and  I,  you  ought,  you  had, 
you  charge,  you  take,  you  do,  you  had  not,  you  did,  you  did  not, 
you  can,  you  do  not,  yoii  cannot,  you  could  not,  you  could,  you 
were  not,  you  thank,  you  were,  you  were  there,  you  think,  you 
own,  you  feel,  you  shall,  you  know,  you  show,  you  saw,  you  see, 
you  should,  you  say,  you  hear,  you  will,  you  will  have,  you  may, 
you  will  not,  you  would  (762),  you  would  be,  you  would  not,  if  you 
would,  you  would  recollect,  whether  you  would,  you  would  go. 

773.  And  you-r,  of  you-r,  have  you,  and  you  would,  have  you 


276  ART  OF   PHONOGRAPHY. 

the,  have  you  not,  have  you  a,  I-owe-you,  how  are  you,  who  are 
you-r,  how  you,  what  is  your,  when  did  you,  what  did  you,  1 
charge  you,  which  you,  thank  you,  if  you-r,  for  your,  that  you-r, 
for  you-r,  after  you-r,  in  you-r,  show  you,  on  you-r,  shall  you, 
sliould  you,  see  you-r,  saw  you-r,  was  your,  why  you-r,  all  you-r, 
or  you-r,  may  you-r,  will  you-r,  done  you-r,  assign  your,  which 
have  you,  did  not  you-r,  won  your,  "I  said  you  people,  not  your 
people." 


LESSON  LXI. 

BREVE  AND  STEM  SIGNS  FOR  "S,"  ^'Z," 
"ST,"  AND  "STR.» 

774.  When  to  Use  Breve-s. — The  breve-sigii  is  used 
indiscriminately  for  the  sound  of  either  s  or  z,  at  the 
end  and  in  the  middle  of  words,  and  for  the  sound  of 
s  at  the  beginning  of  words;  as  in  the  words  chase, 
cause,  face,  shoivs,  such,  save,  seeks,  suppose,  source, 
sums,  etc. 

775.  When  to  Use  the  Stem-sign. —  The  stem-sign,  Ess 
or  Zee,  should  be  used  instead  of  breve-s,  in  the  fol- 
lowing cases: 

I.  When  the  only  consonant-sound  in  a  word  is  that 
of  s  or  5!  (except  as  and  is  always,  and  us  after 
breves) ;  as  the  words  saw,  ice,  essay,  ease,  eyes,  zea,  etc. 

II.  At  the  finish  of  the  outline  of  a  word  that  ends 
with  a  vowel-sound;  as  the  words  posse,  Nassau, 
dizzy,  noisy,  etc.; — and  at  the  beginning  of  the  out- 
line of  a  word  that  commences  with  a  vowel-sound; 
as  the  words  ask,  assign,  east,  oyster,  oozing,  etc. 


BREVE  AND  STEM  SIGNS  FOR   "  S,"  "Z,"  ETC.    277 

III.  Always  for  a  2-sound  at  the  beginning  of  an 
outline,  even  when  a  vowel-sonnd  does  not  precede 
it ;  as  in  the  words  zany,  xebec,  zeal,  zone,  etc.  It  is 
permissible,  however,  in  the  case  of  a  few  proper 
names  commencing  with  Z,  as  Zimmerman,  Zweifel, 
etc.,  in  order  to  secure  easier  and  briefer  forms,  to 
use  the  breve-sign  for  z  at  the  beginning  of  the  out- 
line. 

IV.  Generally  when  the  sound  of  s  or  2  is  imme- 
diately preceded  or  immediately  followed  by  two  dis- 
tinct concurrent-vowels,  as  in  the  words  pious,  Mas, 
joyous,  jeivess,  chaos,  acquiesce,  Elias,  Lewis,  jEneas, 
Boaz,  science,  sciatic,  etc. 

776.  Exceptions  to  Rule  IV. —  Most  words  ending  in  e-us  or 
i-iis  take  the  breve  instead  of  the  stem  s ;  as  nucleus,  hideous, 
miscellaneous,  extraneous,  instantaneous,  spontaneous,  cutaneous, 
igiieous,  erroneous,  piteous,  radius,  dubious,  tedious,  perfidious, 
fastidious,  invidious,  compendious,  melodious,  copious,  precarious, 
nefarious,  various,  salubrious,  serious,  delirious,  glorious,  noto- 
rious, curious,  obvious,  envious,  etc.  But  the  words  plenteous, 
bounteous,  courteous,  beauteous,  duteous,  aqueous,  insidious,  odious, 
and  studious  follow  the  rule  and  take  the  stem  Ess  instead  of 
breve-s.  Of  woi*ds  ending  in  il-iLs,  conspicuous,  promiscuous,  as- 
siduous, ambiguous,  contiguous,  mellifluous,  superfluous,  strenuous, 
continuous,  take  breve-s.  All  words  ending  in  tuous,  as  unc- 
tuous, spirituous,  sumptuous,  virtuous,  etc.,  take  Chay  with  final 
breve-s ;  while  vacuous,  innocuous,  deciduous,  arduous,  ingenuous, 
sinuous,  congruous,  and  incongruous  follow  the  rule  and  take 
stem  Ess. 

777.  Use  of  Breves  Est  and  Ster. —  The  places  in  out- 
lines in  which  the  loops  may  be  employed  have  already 
been  stated  (512,  520).  Breve-est  may  be  used  at  the 
commencement  of  the  outlines  of  words  that  begin 
with  st,  and  at  the  finish  of  the  outlines  of  words  that 
end  with  the  sounds  st  or  zd.    It  is  also  used  for  sd, 


278  ART  OP  PHONOGRAPHY. 

as  in  the  outline  of  jurisdiction  (Jrsd^-Kshn).  And 
breve-ster  may  be  used  at  the  finish  of  the  outlines 
of  words  ending  in  ster^  sture,  xttire,  etc. 

778.  When  Breve-est  Cannot  be  Used  Finally. — Breve- 
est  cannot  be  used  at  the  finish  of  the  outline  of  a 
word  that  ends  with  a  vowel-sound,  as  tasty,  dusty,  be- 
stow, Augusta,  rusty,  nicety,  musty,  hasty,  etc.;  or  if 
there  is  a  vowel-sound  between  the  s-t,  s-d,  or  z-d 
sounds,  as  in  the  words  tacit,  opposite,  episode,  beset, 
busied,  exit,  accede,  gusset,  receipt,  reside,  faucet,  visit, 
onset,  ensued,  lawsuit,  lucid,  audacity,  paucity,  obesity, 
residue,  etc. 

779.  When  Breve-est  Cannot  be  Used  Initially —  Breve- 
est  cannot  be  used  for  st  at  the  beginning  of  the  out- 
line of  a  word  that  commences  with  a  vowel;  as 
asthma,  astound,  astray,  astrology,  estate,  esteem,  esti- 
mation, estop,  eastern,  astern,  isthmus,  ostensible,  os- 
trich, etc.  And  before  the  stem  En  standing  alone 
breve-est  is  not  used,  such  words  as  stain,  stone,  stun, 
etc.,  being  written  with  breve-s  and  the  stem  Tee  with 
n-hook.  But  in  longer  outlines  breve-est  is  used  before 
stem-En,  as  in  writing  stencil,  stenography,  stenographic, 
etc. 

780.  When  Breve-ster  Cannot  be  Used. —  Breve-ster 
cannot  be  used  at  the  beginning  of  any  word-outline 
(521) ;  and  it  cannot  be  used  at  the  finish  of  the  out- 
line of  a  word  that  ends  with  a  vowel-sound,  as  mas- 
tery, monastery,  mystery,  pastry,  ministry,  registry, 
sophistry,  chemistry,  etc. 

781.  With  Intervening  Vowel. — But  it  is  allowable  to  use 
breve-ster  even  when  there  is  an  unaccented  vowel  between  the 
sounds  of  the  s  or  2  and  the  t,  as  in  visitor,  depositor,  expositor, 
etc.  So,  too,  in  writing  canister,  the  enster-loop  is  employed, 
although  there  is  a  vowel-sound  between  the  w  and  the  s. 


WORDS  COMMENCING  WITH   "  IN,"   "EN,"  ETC.    279 

WORDS     COMMENCING    WITH    "IN,"    "EN," 
"UN,"  "IL,"  "IM,"   "IR." 

782.  When  the  prefix  in,  en,  or  un  is  added  to  words 
beginning  with  n  (as  in  nerue-innerve,  nohle-ennohle, 
necessary-unnecessary),  or  the  equivalent  prefix  il,  im, 
or  ir,  to  words  beginning  with  I,  m,  or  r,  respectively, 
(as  in  legal^illegal,  moderate-immoderate,  regular-ir- 
regular), the  outlines  of  the  derivatives  {innerve,  ennoble, 
unnecessary,  illegal,  immoderate,  irregular,  etc.)  are  dis- 
tinguished from  those  of  the  primitives  {nerve,  noble, 
necessary,  legal,  etc.)  by  repeating  the  sign  of  the  first 
consonant  of  the  primitives. 

783.  This  repetition  of  the  consonant-sign  should  be  retained, 
even  when  in  ordinary  speech  but  one  of  the  consonant  sounds 
is  distinctly  uttered.  The  reason  for  this  is  that  when  the  de- 
rivatives are  spoken,  the  vowels  of  the  prefix  is  always  heard, 
thus  enabling  the  ear  to  discxaminate  between  the  words,  with- 
out the  aid  of  the  extra  consonant-sound ;  while,  in  unvocalized 
phonography,  the  discrimination,  which  is  for  the  eye  alone  to 
perceive,  must  be  made  by  doubling  the  consonant-sign.  See 
the  outlines  of  innumerable,  illiberal,  immortal,  etc. 

784.  "Innate,"  "Innocent."  —  The  outline  of  innate,  al- 
though it  has  no  English  primitive  in  use,  is  also  formed  ac- 
cording to  this  rule,  being  written  En-Net ;  while  the  outlines 
of  innocent  and  innocence  do  not  double  the  En,  notwithstanding 
the  existence  of  the  rarely  used  primitive  nocent  (hurtful). 

785.  Sometimes  the  rule  at  294,  for  the  use  of  downstrokes 
and  upstrokes  at  the  beginning  of  outlines,  as  affected  by  the 
absence  or  presence  of  an  initial  vowel,  may  be  applied,  there- 
by obviating  the  necessity  of  duplicating  the  first  consonant; 
as  in  the  outlines  of  irrigation,  illustration,  illustrate,  irrelevant, 
irreligious,  etc. 


280  ART  OF  PHONOGRAPHY. 

SEVENTY-FIRST  READING  EXERCISE. 


SEVENTY-FIRST  WRITING  EXERCISE. 

786.  Innoxious,  innutritions,  innerve,  innumerable,  ennoble, 
unnecessary,  unnatural,  unnoticed,  unnavigable,  illegal,  illaud- 
able,  illegible,  illiberal,  literate,  illiterate,  licit,  illicit,  imma- 
ture, immoderate,  immerge,  immaterial,  immemorial,  immoral, 
immovable,  immutable,  immortal,  immure,  irrational,  irrecon- 
cilable, irrefragable,  irregular,  irredeemable,  irregularity,  irre- 
claimable, irrecoverable,  irrefutable,  remediable,  removable, 
irremediable,  irremovable,  irreproachable,  irreparable,  irresist- 
ible, irrepressible,  irresolute,  irresponsible,  irrevocable,  in-ev- 
erent,  irrespective,  irreversible.  Ruption,  irrelevant,  illumina- 
tion, illustration,  irrigation,  irruption,  irreligious,  illustrate. 


RULES  FOR  PAST-TENSE  OUTLINES.  281 


LESSON  LXIL 

RULES    FOR    THE    FORMATION    OP    PAST- 
TENSE  OUTLINES,  ETC. 

787.  The  phonographic  outlines  of  the  past  tense  of 
regular  verbs  are  generally  formed  from  those  of  the 
first  person  of  the  present  tense,  in  accordance  with 
the  following  rules. 

RULE  I. —  TERMINATIONS  IN  FULL-LENGTH  STEMS. 

788.  When  the  form  for  the  present  tense  consists 
of  or  ends  with  a  full-length  stem,  whether  simple  or 
hooked, —  usually  by  halving  such  stem  (see  etched, 
viewed,  called,  fined,  cautioned,  attached,  etc.)  ?  but  oc- 
casionally by  simply  adding  to  it  the  stem  Dee,  espe- 
cially if  the  word  has  but  one  consonant-stem  j  see 
leeyed,  rowed,  annoyed,  laid,  etc. 

789.  When,  however,  the  foi-m  of  the  present  tense 
contains  more  than  one  stem,  and  the  last  stem  can- 
not properly  be  halved,  sometimes  an  equivalent  stem 
that  may  be  halved  is  substituted  (see  dash,  dashed, 
fire,  fired) ;  but  as  a  general  thing  in  such  cases  the 
final  stem  is  not  changed,  and  either  Tee  or  Dee  is 
added  to  it.     See  evoJced,  looked,  bobbed,  etc. 

RULE  II. —  TERMINATIONS  IN  HALF-LENGTH  STEMS. 

790.  When  the  form  for  the  present  tense  consists 
of  or  ends  with  a  half-length  stem,  whether  simple  or 
hooked, —  by  making  it  fall  length  and  then  adding 
Ted  or  Ded.     See  cheated,  included,  amounted,  etc. 

791.  But,  in  case  the  present-tense  form  ends  with 


282  ART  OF  PHONOGRAPHY. 

a  hook  so  situated  that  in  making  the  past-tense  out- 
line the  final  Ted  or  Ded  cannot  readily  be  added  to 
it,  the  stem-form  must  be  substituted  for  the  hook, 
and  the  final  Ted  or  Ded  joined  on  to  that.  See 
anointed  and  grafted. 

792.  After  the  stems  Tee,  Dee,  Way,  and  Yay  with 
simple  terminations,  the  final  Ted  or  Ded  of  the  past- 
tense  outlines  must  be  disjoined.    See  doubted,  awaited. 

793.  Sometimes  when  the  stem  Way,  Yay,  or  Hay 
is  used  in  the  present-tense  forms,  its  breve-sign  equiv- 
alent is  used  in  the  past-tense  forms.  See  iveigh, 
weighed;  wait,  waited;  heat,  heated,  etc. 

RULE     III. —  TERMINATIONS     IN     LENGTHENED     STEMS 
I  WITHOUT  FINAL  HOOKS. 

794.  When  the  form  for  the  present  tense  consists 
of  or  ends  with  a  lengthened  stem  without  final  hook, 
—  either  by  simply  adding  Dee  to  the  present-tense 
outline,  or  by  changing  the  double-length  to  a  single- 
length  stem,  and  then  adding  Tred,  Dred,  or  Dherd, 
according  to  which  is  required  to  be  added  by  the  par- 
ticular word  in  question.  See  feathered,  loitered,  shat- 
tered, ordered,  withered,  etc. 

RULE      IV. —  TERMINATIONS     IN     LENGTHENED     STEMS 
WITH  FINAL  HOOKS. 

795.  When  the  form  for  the  present  tense  consists 
of  or  ends  with  a  lengthened  stem  ivith  final  hooJ{, — 
by  changing  the  double-leu gth  to  a  half-length  with 
the  same  final  hook,  and  then  adding  Erd.  See  pon- 
dered, foundered,  blundered,  slandered,  etc.  The  out- 
line of  engendered  cannot  be  written  according  to  the 
rule. 


RULES  FOR  PAST-TENSE  OUTLINES.  283 

RULE  V. —  TERMINATIONS  EST  BREVE-S    NOT   INSIDE    OF 
A    HOOK    OR    CURL. 

796.  When  the  form  for  the  present  tense  ends  with 
breve-s,  not  written  inside  of  a  final  hook  or  curl, — 
by  changing  the  circle  to  a  small  loop  (breve-est). 
See  passed,  used,  chanced,  etc. 

RULE    VI. —  TERMINATIONS    IN    BREVE-S    INSIDE    OP    A 
HOOK    OR    CURL. 

797.  When  the  form  for  the  present  tense  ends  with 
breve-s,  written  inside  of  a  final  hook  or  curl, —  by 
writing  the  hook  or  curl  consonant  with  its  stem- 
sign,  and  changing  the  circle  to  a  small  loop  (breve- 
est).    See  fence,  fenced  ;  license,  licensed,  etc. 

RULE  VII. —  TERMmATIONS  IN  BREVE-SEZ. 

798.  When  the  form  for  the  present  tense  ends  with 
breve-sez, —  by  simply  adding  Dee  to  the  large  circle. 
See  emphasized,  etc. 

RULE   VEIL — TERMINATIONS  IN  BREVE-EST. 

799.  When  the  form  for  the  present  tense  ends  with 
breve-est, —  by  changing  the  loop  to  breve-s,  and  then 
adding  Ted.     See  adjusted,  assisted,  etc. 

RULE  IX. —  TERMINATIONS  IN  BREVE-STER. 

800.  When  the  form  for  the  present  tense  ends  with 
breve-ster, —  by  changing  the  large  loop  to  a  small 
one,  and  then  adding  Erd  or  Red,  whenever  it  is  con- 
venient to  make  the  outline  in  that  way ;  otherwise, 
it  is  done  by  changing  the  large  loop  to  breve-s,  and 
then  adding  Tred.    See  bolstered^ pestered,  mastered,  etc. 


284  ART  OF  PHONOGRAPHY. 

RULE  X. —  TERMINATIONS  IN  FESTAL  CURL. 

801.  When  the  form  for  the  present-tense  ends  with 
a  final  curl, —  by  changing  the  curl  to  a  half-length 
En.    See  chasten,  chastened  ;  fasten,  fastened,  etc, 

802.  Past  Tense  of  Abbreviations.— With  reference  to  verbs 
which  in  the  present  tense  are  usually  written  with  abbrevia- 
tions, it  should  be  noted  that  while  as  to  some  of  them  the  out- 
lines of  the  past  tense  are  formed  in  accordance  with  the  fore- 
going rules,  as  acknowledged,  belonged,  established,  referred,  in- 
fluenced, etc.,  yet  as  to  others  the  past  tense  is  written  in  full, 
as  believed,  charged,  collected,  etc.     See  812. 

803.  In  some  eases  the  outlines  of  the  past  tense  are  formed 
by  placing  a  disjointed  Dee  or  Tee  after  the  forms  of  the  present 
tense,  as  in  objected,  subjected,  published,  etc. 

804.  The  practice  which  is  encouraged  by  some  authors,  of 
using  generally  the  same  form  of  abbreviation  for  both  the 
present  and  the  past  tense,  is  not  recommended,  as  it  often 
causes  confusion  and  illegibility. 

805.  There  are  a  few  abbreviations  for  both  present  and  past 
tense  forms,  which  may  be  properly  and  usefully  employed 
when  joined  in  compound  words,  and  occasionally  in  phrases, 
but  which  are  not  safe  to  use  for  the  verbs  when  standing  alone ; 
as  the  outlines  of  cover,  covered,  recover,  recovered,  discover,  dis- 
covered, uncovered,  irrecoverable,  discharged,  etc. 

SEVENTY-SECOND  READING  EXERCISE. 


/.J.. .-I     \     N    —,.. ..^    'r... 


N :':...rj^  J.  ;)-j:.^.^'.^..^ 


^     J      <>'    •-^•     •>•  •<"    -^    ^     "^    ^ 


RULES  FOR  PAST-TENSE  OUTLINES.  285 

.<r...rr...k.J...ir:...^.^. 


<L 


'\ 


A     ^ ^   ^ 


.'0':y^...k'r±. 


...|....i...':..'r..-^-^vr.I..i-  v^Jr^i./ 


^......l. 


->•  1  ^-  .1 


r-   -1- 


y^ 


or..^....., 

S-s  ■  ^"  ^  -^  ■^■■ 


.\..\ 


V'|- 


'N 


V,  .^-^ 


286 


ART  OF  PHONOGRAPHY. 


.'S....i,.l-:.^..^..^..v^.4^.^_.....j. 

■■'^' ■'-§ " ^ X^ 

3^ 


<i-^. 


r  /■  j.  \  ^  5 


^_^ 


■/•V^»'-/*-1 


r^r- 


■  f^  r^  (*  r^-- 


RULES  FOR  PAST-TENSE  OUTLINES.  287 

SEVENTY-SECOND  WRITING  EXERCISE. 

806.  Paid,  tied,  ebbed,  etched,  aided,  ached,  owned,  guyed, 
aimed,  viewed,  ailed,  aired,  called,  prayed,  applied,  glowed, 
agreed,  honored,  offered,  ushered,  dawned,  chained,  opened, 
atoned,  rained,  coined,  yawned,  fined,  waned,  thinned,  shunned, 
arraigned,  moaned,  assigned,  leaned,  arrived,  achieved,  cau- 
tioned, catered,  motioned,  fashioned,  craved,  rowed,  planned, 
laid,  keyed,  annoyed,  allowed,  shaved,  attached,  argued,  foamed, 
wronged,  delayed,  fired,  fii-e,  coiled,  dashed,  dash,  betrayed,  peo' 
pled,  suited,  beveled,  steamed,  saved,  stopped,  waived,  yoked, 
wedded,  walked,  heaved,  hummed,  rebuffed,  inclined,  imagined, 
deprived,  kicked,  evoked,  bobbed,  looked. 

Shout,  prompted,  cheat,  shouted,  prompt,  cheated,  defraud, 
included,  plant,  defrauded,  include,  planted,  wield,  wielded, 
amount,  bonded,  patent,  amounted,  bond,  patented,  invent, 
grafted,  draft,  anointed,  graft,  drafted,  anoint,  invented. 

Doubt,  trotted,  toot,  doubted,  trot,  tooted,  await,  dreaded, 
dread,  awaited,  betide,  imitated,  award,  betided,  imitate, 
awarded,  agitate,  annotated,  annotate,  agitated. 

Wait,  bated,  hate,  waited,  weigh,  heated,  heat,  weighed, 
yacht,  yachted,  unyielding,  yield,  yielded. 

Shattered,  feathered,  loitered,  fettered,  altered,  flattered,  or- 
dered, filtered,  sheltered,  withered,  frittered,  shouldered,  lath- 
ered, furthered. 

Tendered,  rendered,  pondered,  cantered,  bantered,  thundered, 
wondered,  foundered,  blundered,  ventured,  hindered,  floundered, 
encountered,  engender,  engendered,  indentured,  slandered. 

Dosed,  raced,  raised,  faced,  voiced,  ceased,  passed,  kissed, 
educed,  used,  confused,  noised,  missed,  housed,  aroused,  leased, 
amused,  forced,  rejoiced,  taxed,  elapsed,  witnessed,  sufl5.ced, 
spaced,  sneezed,  pleased,  released,  traced,  appraised,  excused, 
closed,  fleeced,  addressed,  bruised,  graced,  crossed,  authorized, 
pounced,  chanced,  bronzed,  condensed,  glanced. 

Evince,  minced,  fence,  evinced,  wince,  fenced,  mince,  winced, 
con\'ince,  flounced,  silence,  convinced,  flounce,  silenced,  li- 
censed, licenses,  license. 

Criticised,  capsized,  ostracised,  emphasized,  exercised,  dis- 
possessed, anglicised. 


288  ART  OP  PHONOGRAPHY. 

Posted,  roasted,  vested,  arrested,  hasted,  adjusted,  accosted, 
attested,  fasted,  assisted,  wasted,  lasted,  trusted,  disgusted, 
blasted,  frosted. 

Festered,  pestered,  bolstered,  fostered^  registered,  adminis- 
tered, blustered,  ministered,  plastered,  cloistered,  blistered, 
flustered,  glistered,  mustered,  mastered. 

Poison,  chastened,  poisoning,  chastening,  chasten,  poisoned, 
fasten,  reasoned,  fastening,  reason,  fastened,  reasoning,  moisten, 
hastened,  moistening,  hasten,  moistened,  hastening,  loosen, 
lessened,  listen,  loosened,  lessen,  listened,  lessening. 


LESSON  LXIIL 

RULES  FOR  THE  FORMATION  OF  OUTLINES 
OF  PLURALS  AND   POSSESSIVES. 

807,  The  phonographic  outlines  of  nouns  in  the 
plural  number,  ending,  according  to  the  general  rule, 
in  s  or  es,  as  stars,  churches,  and  also  the  outlines  of 
nouns  in  the  possessive  case,  as  star's,  churches,  are 
formed  from  the  outlines  of  the  singular  number,  in 
accordance  with  the  following  rules : 

I.  If  the  outline  of  the  singular  number  consists  of 
or  terminates  with  a  stem  having  a  simple  ending 
(377), —  by  adding  breve-s ;  as  in  days,  Mary^s,  doubts, 
rewards,  etc. 

II.  If  the  outline  of  the  singular  number  consists 
of  or  terminates  with  a  straight  stem  and  the  en- 
hook, —  by  changing  the  hook  to  breve-s;  as  in  pinSj 
grounds,  blunders,  etc. 

III.  If  the  outline  of  the  singular  number  consists 
of  or  terminates  with  any  stem  having  a  final  hook, 
except  it  be  a  straight  stem  with  the  en-hook  (II.), — 
by  turning  breve-s  within  the  hook ;  as  in  fans,  worn- 
art's,  Hunfs,  caves,  actions,  writer's,  physicians,  etc. 


RULES   FOR  OUTLINES  OP  PLURALS,   ETC.         289 

IV.  If  the  outline  of  the  singular  number  termi- 
nates with  breve-s,  not  written  within  a  hook, —  by 
enlarging  the  circle  to  breve-sez ;  as  in  cases,  Jameses 
chances,  etc. 

V.  If  the  outline  of  the  singular  number  terminates 
with  breve-s,  written  within  the  en-hook, —  by  chang- 
ing the  hook  to  the  stem  En  and  adding  breve-sez; 
as  in  fences,  lances,  etc. 

VI.  If  the  outline  of  the  singular  number  terminates 
with  breve-sez,  or  with  either  of  the  loops, —  by  add- 
ing breve-s  at  the  conclusion  of  the  circle  or  loop 
(539) ;  as  in  abscesses,  frosts,  bequests,  posters,  jJunsters, 
spinsters,  etc. 

VII.  If  the  outline  of  the  singular  number  ends 
with  the  final  en-curl, —  by  turning  breve-s  within  the 
curl ;  as  in  poisons,  masons,  Watson^s,  etc. 

VIII.  If  the  outline  of  the  singular  number  ends 
with  the  final  en-curl,  with  breve-s  turned  within  the 
curl, —  by  changing  the  curl  to  the  stem  En  and  add- 
ing breve-sez ;  as  in  absences,  licenses,  etc. 

IX.  If  the  outline  of  the  singular  number  ends  with 
the  ing-dot, —  by  changing  the  dot  to  a  small  circle; 
as  in  meetings,  buildings,  belongings,  dwellings,  foldings, 
etc. 

808.  Singulars  Ending  with  Ess  or  Zee.— If  the  outline  of 
the  singular  number  terminates  with  the  stem  Ess  or  Zee,  the 
outline  of  the  plural  number,  or  of  the  possessive  case,  should 
be  formed  according  to  Rule  I. ;  that  is,  by  simply  adding  breve-s, 
and  not  by  omitting  the  stem  Ess  or  Zee,  and  using  breve-sez. 
The  observance  of  this  rule  will  give  a  distinction  in  outline  be- 
tween such  words  as  lassies,  Casey's,  posies,  etc.,  and  lasses, 
cases,  poses,  etc. 

809.  When  a  noun  has  the  same  form  for  the  plural  as  for  the 
singular,  as  sheep,  deer,  salmon,  of  course  the  same  outline  is 
used  for  both  numbers. 


290 


ART  OF  PHONOGRAPHY. 


SEVENTY-THIRD  READING  EXERCISE. 

I  D■..x...^^.^-l..'^..V^,V. 


A 


\^         ^    < 


■Aii 


■vv--' 


-V-V--^- 


\^ "=o* 


v^-^^-cL^- 


.Q_l3»   <i.^     T-^ 


_o 


Cfc 


<:^      \  .O  'r-^ 


-•U-.W?- 


RULES  FOR  OUTLINES  OF  PLURALS,   ETC.         291 


>        > 


^  \<-  <• v.X.r  r 

\  \  *» 

SEVENTY-THIRD  WRITING  EXERCISE. 

810.  Wrongs,  days,  sheep's,  essays,  Mary's,  peaches,  odors, 
assemblies,  rates,  tribes,  doubts,  feats,  fruits,  pockets,  rewards, 
saints,  spots,  streets,  matters,  precincts,  senators. 

Clan,  pins,  spoon,  clans,  pin,  spoons,  gland,  pints,  ground, 
glands,  pint,  grounds,  incidents,  dividends,  painter,  counters, 
blunder,  painters,  counter,  blunders. 

Nouns,  fans,  men's,  woman's,  saloons,  funds,  famines.  Hunt's, 
inventors,  founders,  talents,  pavements,  infant's,  garments, 
chiefs,  caves,  doves,  roofs,  actions,  passions,  nations,  magi- 
cians, aggressions,  stations,  mansions,  patients,  discussions,  ac- 
tors, ancients,  sectors,  Peter's,  scepters,  abbreviations,  tatters, 
writers,  possessions,  incisions,  acquisitions,  sensations,  physi- 
cians, musicians,  concessions,  succession^. 


292  ART   OP  PHONOGRAPHY. 

Voice,  misses,  case,  voices,  miss,  cases,  hisses,  clauses, 
houses,  boxes,  grasses,  sources,  fleeces,  James's,  purposes,  busi- 
nesses, surfaces,  business,  sicknesses,  tenses,  Jones's,  occur- 
rences, chances,  expenses,  appearances. 

Essence,  fences,  offence,  essences,  fence,  offences,  lance, 
lenses,  romance,  lances,  lens,  romances,  Stevenses,  Stevens. 

Processes,  abscess,  posts,  frosts,  abscesses,  lasts,  bequests, 
pessimists,  pianists,  optimists,  posters,  master's,  choristei-'s, 
cloisters,  spinsters,  roosters,  lusters,  monsters,  jjunsters,  north- 
easters. 

Basins,  Johnson's,  Wesson's,  lessons,  medicines,  poisons, 
poison,  cousins,  reasons,  Watson's,  assassins,  masons,  Cranston's, 
prisons. 

License,  nuisances,  obeisance,  licenses,  absence,  obeisances, 
nuisance,  absences. 

Plotting,  buildings,  belonging,  dwellings,  folding,  meetings, 
dwelling,  belongings,  building,  plottings,  meeting,  foldings. 

Pansy,  daisies,  daisy,  dazes,  lassie,  pansies,  lasses,  lassies, 
agency,  traces,  Tracy,  agencies,  Tracy's. 


MISCELLANEOUS  ABBREVIATIONS. 

811.  The  following  list  contains  all  the  miscellaneous  phono- 
graphic abbreviations  that  are  required  by  shorthand  writers, 
even  in  the  swiftest  verbatim  reporting ;  and  learners  should 
not  adopt  any  others.  Speed  in  writing  phonography  does  not 
come  from  the  use  of  a  great  number  of  contracted  forms. 
And  yet  it  is  true  that  thei-e  are  times  when  the  reporter,  in  or- 
der to  both  save  time  and  avoid  the  labor  of  repeatedly  writing 
the  long  outline  of  some  oft-recurring  word,  will  improvise  an 
abbreviation  for  it,  to  be  used  for  the  time  being  only.  Then 
again,  on  the  other  hand,  there  is  nothing  absolutely  compulsory 
about  the  invariable  employment  of  all  these  abbre^aated  out- 
lines. If  the  reporter  chooses,  for  reasons  of  his  own,  to  some- 
times use  the  full  outline  of  a  word,  instead  of  the  abbreviated 
form,  he  may  do  so.  But  the  author  recommends  that  every 
writer  of  the  system  adopt,  and,  as  a  rule,  use,  the  list  in  its 
entirety. 


LIST  OP  ABBREVIATIONS  AND  INITIALS.  293 

LIST  OF  ABBREVIATIONS  AND  INITIALS. 

archbishop 
architect-nre 
architectural 
are 

aristocracy-tie 
artifieial-ly 
as 

assemhle-y 
astonish-ed 
awe 

aye  (ever) 
aye  (yes) 

B. 
B. 

bank-note 
bankrupt 
bankruptcy 
baptism 
baptist 
because 
become 
before 
began 
begin 
begun 


• 

A. 

A. 

.    a 

-^ 

1 

.    according  (to) 

^ 

7 

.    acknowledge 

...-x^... 

-   / 

administratrix 
advantage 

■"<0'" 

I 

advertise 

....\r..... 

k 

') 

• 

.    ah 
almost 
already 
altogether 

\ 

^"^ 

r 

V 

.....:?... 

...w... 

.    among 

■-\ 

....  ^i^.... 

amongst 
.    an 

and 
.J  angel 

Xs'"' 

....  /... 

-b- 
V^ 

...Wr:.. 

anniversary 

>* 

-^-^ 

another 
antagonistic 

-^ 

...N^  . 

- 

-    any 

.  ...\  . 

anybody 

--^ 

"~^ 

anything 

^s_X 

■^^ 

-?•• 

.    archangel 

...T-^.... 

294 


ART  OF 


\.....  belief -ve 

]: belong 

.,  v„ beneficial 

.V   benignant 

J between 

:. beyond 

...v.- bishopric 

.%...  brethren 

%....  brother 

...\  ....  brother-iu-law 

..-.\...^  but 

O. 

-). ''' 

.;... .  cabinet 

— ...  can 

\...  capable 

...A.,  captain 

S.  - . .  catholic 

b/. —  "  celestial-ly 

certificate 

/. change 

.  ^---  characteristic 

charge 

A children 

_^ christian 

„....(! .  circumstance 


PHONOGRAPHY. 

P 
".. circumstantial 

P. citizen 

...c collect 

... —  come 

consequence 

consequent 

I contingency 

1    / 
y\ controversy 

.  c ..  correct 

^_^ could 

T^ county 

, cross-examine 

D. 

I  ^- 

U danger 

...  J—N....  December 

I defendant 

degree 

r. delinquent 

p deliver 

democracy-tic 

...  l^-N —  democrat 

describe 

description 

U^.._  develop 

.-...| did 


LIST  OF  ABBREVIATIONS  AND  INITIALS. 


295 


L.    " 


diflfer-ence-ent 

difficult-y 

dignify 

dignity 

discriminate 

distinct 


-I distinguishing 

do 


1 


1- 


Dr.  (doctor) 
doctrine 
dollar 
domestic 


..1-..-..-    during 
n..-.._.,  dwell 

B. 
..........    E. 

V effect 

a electric 

C—r eleetrical-ly 

.CLa....    electricity 

O  .'...,,  electro- 
..^rl/..^'  endeavor 

..\ episcopal 

,  equality 

%:....  especia,-.y 
..5s-V3  establish 


V 


•is 


\..... 


...-^ 


evangelical 

ever 

executrix 

experience 

extraordinary 

F. 
P. 
fact 

familiar 
familiarity 
February 
financial-ly 
first 
for 
form 
found 
frequent 
from 

O. 
G. 

gave 

general-ly 
generation 
gentleman 
gentlemen 
give-n 


296 


ART  OP   PHONOGRAPHY. 


go 

govern 

...TX... 

governor 

....e^.... 

Great  Britain 

H. 

...,/—*• 

H. 

1 

had 

»^ 

half 

o 

has 

..!.o.S. 

have 

..  1 ..  or.. /■—»». 

he 

...A..... 

health-y 

---"^ 

hear,  here 

»<^ 

heaven 

-^----- 

held 

...  C\.... 

help 

.....?N-.-. 

her 

.  _  •  _cr.  /""^ 

.  him 

b" 

his 

-y^- 

history 

...  ^... 

home 

.....\... 

hope 

....?}...-. 

.  horse 

I. 

V 

I. 

/ 

-  I. 

LIST  OF  ABBREVIATIONS  AND  INITIALS. 


297 


/ 

ZJ. 

r 


languish 

large 

larger 

largely 

...  n. legislature 

7a length-y 

d  long(adj.) 

K. 
...^^....  M, 

.. .      — .    malignant 

- -r^.    manufactory 

- manufacture 

manufacturer 
manuscript 
.C}j.....   Massachusetts 
-'~^-  -•    member 

memoranda 

-  memorandum 

'-=>  —   mental 
.  - . 7| . . ..   misdemeanor 
^~<»-^-.  mistake 
■^^■^---  Mr.  (mister) 
v^- —    mistook 

mortgage 

T^^rrj.  _  m  or tgagee 
-^ movement 


..^^....,  N. 
.^-^rrr...    neglect 
>~^'^r-o..    negligence 
--^— -^...    negligent 
-.7"% —    never 
."^:^V^..   nevertheless 
.........    new 

New-York 

next 

nobody 

notwithstanding 

November 


^ 


^O 


now 

.!S number 


N  ... 

-  .N)  ... 

y.... 

.....v.... 


-  \- 


O.  O,  oh,  owe 

ob'ject 

object' 

objection 

observation 

observe 

of 

opinion 


.\. opportunity 

f 
.\ other 


298 


^ 


E-     \  - 


-\-- 


our 

over 

own 

P. 
P. 

parliament 
part 

particular 
peculiar 
peculiarity 
pecuniary 
people  (n.) 
...X.-..    perform 
..\^...  performance 
perpendicular 
— .  perpendicularity 

phonographer 
-..  phonographic 
...:  phonography 

1 N plaintiff 

, ^....  plenipotentiary 

^N...  popular-ity 

?^...;  possihle-y 

^^:\...  practicable-y 

rrrz...  practical-ly 

..v..  practice 


ART  OF  PHONOGRAPHY. 


V^ 


■V^- 


5^: 


practised 
preliminary 

—  y. prerogative 

>r . .  - .    preservation 

[.-..^y prineipal-le 

privilege 
.  probability 
.  probable-y 
.  proportion 
.  public-sh 
O. 
Q- 

.  qualify 
.  quality 
.  quarter 
.    question 

R. 
.   R. 

.   recollect 
.    recollection 
_   recover 
..  refer-ence 
_  regular 
regularity 
religion 
..  remark 


^ 


'^. 


..P.. 


^.. 


y/- 


LIST  OP  ABBREVIATIONS  AND  INITIALS. 


299 


-.7V~v-'.'^,  remember 

.  .7V-b . . .  remembranc  e 

..  /\ represent 

../^ representative 

..  /\)....  representation 

./^ republie-sli 

-/^ repugnant 

....A....  responsibility 

.. —  responsible-y 

. .  -'<fT .  - .  resurrection 

.. /S^ Kev.  (reverend) 

-  -  (^■.  —  revolutionary 

..  /LA ...  Roman  Catholic 
S. 

"....) s. 

^ San  Francisco 

piSi— 

...- satisfaction 

...f- satisfactory 

...Vo savings-bank 

N Savior 

send 

.--V^-.  September 

— V several 

...r^....  shall 

....^ should 

significance 


..^^^....    signify 
...       —   similar 

o     ^ 

similarity 

-f^-—  single 

/t:..  singular 

singularity 

<5~>«-^...  something 

...  tf^ somewhat 

.  <s-~^...    somewhere 
— C southern 

-V 

....!^.. 


V 


/No 


■■■?- 


speeial-ly 

specification 

spoke 

subject 

subjection 

subjective 

subscription 

suggestion 

superintendent 

surprise 

swear 

swore 

sworn 

sympathy 

system 


300 

-■'-(■ 

( 

_ L 

.(. 

- ) 

-^ 

1. 


) 


ART  OF  PHONOGRAPHY. 

T.  — -^ were 

T.  '. what 

thank  <■ when 

that  ^. where 

the  / which 

their,  there  who-m 

them  whom  (343; 

these  ^ width 

thing  ^--..  will 

think  ^- with 

time  — without 

together  '^ world 

transuhstantiation      C worth 

truth  ^- worthy 

TJ.  would 

U.  Y. 

understood  ^- —  Y. 

uniform  ^.....  year 

United  States  ^ —  yet 

universe  ^- —  young 

usual-ly  "0"  "-^—  you 

usury  .      (^ your 

usurious^  '  *  ^'  ^* 

W.  ^-~  V. 

W.  —  oo.--  X. 

was  -) Z. 


MISCELLANEOUS  ABBREVIATIONS.  301 

OUTLINES  OF  DERIVATIVES  OF  THE  ABBREVIATIONS. 

812.  In  the  following  collection  of  words  printed  in  phonog- 
raphy will  be  found  the  outlines  of  most  of  the  derivatives  of 
the  words  given  in  the  foregoing  List  of  Abbreviations. 

H-.K-'-.>C...H....:!.:-....'L....<;r....v_....v_^.. 


^ 


L,... 


.^....7!....::r:7....:rrZ,.r^....^„/.<...A..A... 


^-if 


->  rf-f- 

._...^^..^..^...r^...^.n...^.. 

^  Ac.. 


'<i.r"c;."cr- 


yt. 


h 


302 


er^ 


ART  OF  PHONOGRAPHY. 


MISCELLANEOUS  ABBREVLA.TIONS.  303 

KEY  TO  DERIVATIVES  OF  ABBREVIATIONS. 

813.  (line  1)  Accordingly;  acknowledged,  acknowledging, 
acknowledgment ;  advantageous,  advantageously,  advantageous- 
ness,  disadvantage;  advertised,  advertising,  advertiser;  an- 
gelic; (1.  2)  assembled,  assembling;  astonishing,  astonishingly, 
astonishment ;  awed,  awing,  awe-struck,  awful-ly ;  becoming, 
becomingly;  (1.3)  beforehand;  believed,  believing,  disbelief, 
unbelief ;  belonged,  belonging,  belongings  ;  capability,  inca- 
pable ;  changed,  (1.  4)  changing,  changeableness,  exchange,  in- 
terchange, interchanged,  unchangeable;  charged,  charging, 
chargeable,  discharge,  discharged ;  (1.  5)  Christianity ;  col- 
lected, collecting ;  consequential,  consequently ;  corrected,,  cor- 
recting, (1.  6)  correctly,  correctness ;  cross-examined,  cross-exam- 
ining, cross-examination ;  delinquency  ;  delivered,  delivering, 
delivery,  (1. 7)  deliverance,  deliverer,  redeliver,  redelivery,  unde- 
livered ;  described,  descriptive ;  developed,  developing,  devel- 
opment, (1.  8)  undeveloped ;  differed,  differing,  differences, 
differential,  indifferent ;  difficultly ;  dignified,  (1.  9)  dignify- 
ing;  indiscriminate;  distinctness,  indistinct,  indistinctness; 
indoctrinate ;  dwelt,  dwelling ;  effected,  (1.  10)  effecting ;  elec- 
trify; endeavored,  endeavoring;  established,  establishing,  es- 
tablishment ;  experienced,  experiencing,  inexperienced ;  ex- 
traordinarily;  familiarize,  familiarized,  (1.  11)  familiarizing, 
familiarly,  unfamiliar;  firstly;  formed,  forming,  inform,  in- 
formed, information,  (1.  12)  informer,  informal,  informality,  re- 
form, reformation  ;  frequented,  frequenting,  frequently,  infre- 
quent, unfrequented ;  (1.  13)  degeneration,  regeneration ; 
going;  governed,  governing,  government,  governmental^  un- 
governable ;  having;  (1.  14)  healthful,  healthfulness,  healthily, 
healthiness,  unhealthy;  hearing;  heavenliness,  heavenly, 
heavenward  ;  beheld,  upheld,  withheld  ;  (1.  15)  helped,  helping, 
helpful,  helpfulness,  helpless,  helplessly,  helplessness ;  histo- 
rian, historic,  historical-ly ;  (1.  16)  homeliness,  homely,  home- 
ward ;  horseman  ;  immediately,  immediateness ;  importantly, 
unimportant ;  (1. 17)  inferred,  inferring,  inferable,  inferential;  in- 
fluenced, influencing,  influential,  uninfluenced ;  (1.  18)  inscribed, 
inscribing,  inscription ;  intelligibility,  intelligible,  intelligible- 
ness,  intelligently ;    largest,  largeness  ;    lengthwise ;    longer, 


304  ART  OF  PHONOGRAPHY. 

longest;  (1.  19)  non-manufaeturiug,  unmanufactured;  mistak- 
ing, mistaken,  unmistakable ;  neglected,  neglecting,  (1.  20) 
neglectful ;  newly ;  numbered,  numbering,  numberless,  out- 
number, unnumbered ;  objected,  objecting,  objectionable ; 
(1.  21)  opinionated,  self-opinioned ;  overcome ;  owed,  owing, 
owes  ;  owned,  owning,  owner ;  parliamentary ;  parted,  parting, 
partly,  (1.  22)  counterpart ;  particulars,  particiilarly,  particu- 
larity, particularize ;  peculiarly  ;  popularly,  unpopular ;  im- 
possible-y;  (1.  23)  impracticability,  impracticable,  practicing, 
practices ;  principally,  unprincipled ;  improbability,  improb- 
able-y  ;  disproportion;  published,  (1.  24)  publishing,  publica- 
tion, publicly,  unpublished;  qualified,  qualifying,  qualification, 
disqualify,  disqualification,  unqualified,  (1.  25)  inequality ; 
questioned,  questioning,  questionable,  imquestionable-y,  cross- 
question  ;  recollected,  recollecting ;  (1.  26)  recoverable,  irre- 
coverable ;  regularly,  iiTegular ;  iiTeligion ;  remarked,  remark- 
ing, remai'kable ;  remembered,  remembering,  (1.  27)  disremem- 
ber;  represented,  representing,  misrepresent,  misrepresenta- 
tion ;  republican,  republication,  republicanism ;  repugnancy, 
repugnantly ;  (1.  28)  irresponsibility,  irresponsible-y ;  dissatis- 
faction, satisfactorily,  unsatisfactory  ;  significancy,  significant, 
signification,  insignificant,  insignificancy,  signified,  (1.  29)  sig- 
nifying; dissimilar,  dissimilarity;  singularly;  speakable,  be- 
speak, unspeakable,  bespoke,  spoken,  bespoken,  outspoken, 
unspoken;  (1.  30)  surprised,  surprising;  swearing;  sym- 
pathized, sympathizing,  sympathetic,  sympathetically;  sys- 
tematic, systemize,  (1.  31)  systematize;  thanked,  thanking, 
thanksgiving-day ;  things,  something,  nothing ;  thinking, 
thinks,  bethink,  thinker,  (1.  32)  unthinking,  unthinkingly; 
timely,  untimely;  truthful,  truthfulness,  untruth,  untruthful, 
untruthfulness  ;  (1.  33)  unusual-ly ;  whatever ;  whenever,  when- 
soever; anywhere,  nowhere,  somewhere;  wilful-ly,  willing, 
willingly ;  (1.  34)  within ;  worldliness,  worldly ;  worthless, 
worthlessness ;  worthier,  worthiest,  worthies ;  years,  leap-year ; 
younger,  youngest;  yours. 


MISCELLANEOUS  ABBREVLA.TIONS.  305 

REMARKS  ON  THE  LIST  OF  ABBREVIATIONS. 

814.  Heavy  Consonant  Initials. —  While  doing  rapid  work 
it  is  not  always  possible,  in  writing  consonant  initials  of  proper 
names,  to  make  the  signs  with  sufficient  precision  to  be  able  to 
distinguish  with  absolute  certainty  between  the  light  and  the 
shaded  stems.  A  Tee  made  a  little  too  heavy,  might  be  taken 
for  "  D  ; "  and  a  Dee  made  Ught,  might  be  taken  for  "  T ; "  like- 
wise a  light  Vee  for  "  F,"  or  a  heavy  Ef  for  "  V,"  etc. ;  because, 
as  is  evident,  the  context  can  afford  no  assistance.  Therefore, 
in  order  to  insure  entire  security  from  any.  such  mistakes  as 
these,  the  stenographer  may,  perhaps  not  at  all  times,  but 
whenever  he  deems  it  advisable  to  do  so,  arbitrarily  mark  the 
shaded  stems  Bee,  Dee,  Vee,  Way,  Hay,  Yay,  etc.,  with  a  tick 
struck  across  them  somewhere  between  the  middle  and  the 
finish,  to  distinguish  them  from  the  respective  corresponding 
light  stems  Pee,  Tee,  Ef,  Er,  Em,  Lee,  etc.,  which  are  written 
without  such  tick.     See  initials  "B,"  "D,"  "  G,"  etc. 

815.  The  same  tick  may  be  used  to  distinguish  such  woi-ds  as 
got,  get,  bags,  etc.,  from  the  respective  conflicting  words  caught, 
cut  or  come,  box  or  boxes,  etc. 

816.  Words  out  of  Position. —  Advantage  (J)  is  put  in  the 
third-position,  because  of  large  (J)  in  the  first  and  age  in  the 
second ;  almost  (Mst),  in  the  first,  because  of  most  in  the  second  ; 
already  (Lr),  in  the  first,  because  of  well  (\!^L)  in  the  second; 
altogether  (Gthr),  in  the  first,  because  of  again  in  the  second ; 
another,  in  the  first,  because  of  no  other  in  the  second  ;  any,  in 
the  third,  because  of  no  in  the  second ;  do,  in  the  second,  be- 
eaiise  of  did  (D)  in  the  third ;  equality,  in  the  third,  because  of 
quality  in  the  first ;  for  (F),  in  the  second,  because  of  after  and 
of  their  (when  written  with  Vetherl)  in  the  first ;  found,  in 
the  third,  because  of  fnd  in  the  first ;  gentleman  (Jnt),  in  the 
first,  because  of  gentlemen  (Jnt)  in  the  second  and  vian  in  the 
first;  go,  in  the  first,  because  of  come  (K)  in  the  second;  he 
and  him  (H),  in  the  second,  because  of  me  in  the  third  —  and 
the  breve-signs  (Toid  and  Doid)  for  he  and  him  follow  the  stem- 
sign  (H)  to  the  second-position;  held,  in  the  third,  because  of 
hold  in  the  second ;  of  (Roid),  in  the  second,  beeau.se  of  /  and 
iiave  in  the  first ;  other,  in  the  first,  because  of  there  and  their  in 


306  ART  OF  PHONOGRAPHY. 

the  second;  there  and  their,  in  the  second,  because  of  at-all 
(Tl)  in  the  first ;  over,  in  the  first,  because  of  very  in  the  second ; 
own,  in  the  first,  because  of  know  in  the  second ;  send,  in  the 
third,  because  of  sent  in  the  second ;  truth  (Tr),  in  the  second, 
because  of  true,  in  the  third  ;  were  (i?)*  in  the  third,  and  where 
(It),  in  the  second,  because  of  are  (B)  in  the  first ;  and  which,  in 
the  second,  because  of  each  in  the  third. 

,  817.  Past-Tense. —  For  the  past-tense  outlines  of  abbrevia- 
tions, see  802-805. 


SPECIAL  EEMAEKS  ABOUT  ABBEEVIATIONS. 

818.  "A,"  "An,"  and  "The."—  When  standing  alone,  the 
articles  a,  an,  and  the  are  written  with  a  light  dot,  and  are  dis- 
tinguished by  writing  them  equi-distaut  apart,  placing  an  the 
height  of  the  stem  Tee  above  the  line,  a  just  above  the  line,  and 
the  a  little  below  the  line. 

819.  So  far  as  the  words  a  and  an  themselves  are  concerned, 
there  would  be  no  danger  of  confusion  if  both  were  written  in 
the  same  position ;  but  as  a  always  indicates  that  the  next 
word  begins  with  a  consonant-sound,  and  an  that  it  begins  with 
a  vowel,  it  adds  to  certainty  in  reading  to  have  the  signs  dis- 
tinguished as  mentioned  above.  And,  besides,  also,  the  rule  of 
position  is  observed  in  respect  to  them. 

820.  But,  on  the  other  hand,  as  the  and  a  would  be  constantly 
conflicting  if  not  properly  distinguished,  care  should  always  be 
taken  to  distinctly  write  the  below  the  line  and  a  above  the  line, 
even  if  a  should  encroach  a  little  upon  the  place  of  an,  with 
which  it  cannot  conflict. 

821.  It  is  because  a  and  an  are  not  liable  to  conflict  that  we 
may  write  both  with  the  same  breve-sign  (703). 

822.  "According." — This  word  is  so  generally  followed  by 
the  preposition  to  that  the  same  sign  may  be  used  for  both  ac- 
cording and  according  to;  the  context  being  a  sufficient  guide  as 
to  which  is  intended. 

823.  "Artificial-ly."— Excepting  in  the  outline  of  official-ly, 
the  termination  .;^(;?«7-?)/  may  always  be  written  with  F-SH ;  as 
in  artificial-ly  and  inartificial-ly,  given  in  the  list,  and  in  super- 
ficial-ly  (sPt^-F-SH). 


MISCELLANEOUS  ABBREVLiTIONS.  307 

824.  "  Brother." —  This  word  should,  as  a  rule,  be  written 
with  the  abbreviation,  Br'-^.  If  it  is  ever  written  with  its  full 
outline,  Brdhr2,  it  should  be  vocalized  to  prevent  its  being  mis- 
taken for  the  abbreviation  of  brethren  (Brn2). 

825.  "Cliristian."— In  general  writing  and  reporting  this 
word  shoiild  be  written  in  full  (Krs-CHn) ;  but  in  sermon  report- 
ing, and  in  a  few  phrases,  as  christian-religion,  christian-world, 
etc.,  the  abbreviation  may  be  used. 

826.  "  Consequent "  —  "  Consequently."—  These  words 
should  always  be  written  with  their  abbreviations,  because  their 
full  forms  are  liable  to  clash  with  the  outlines  of  second  and 
secondly. 

827.  "Danger." —  The  outlines  of  challenger  and  strangerva&y 
be  shortened  in  the  same  way  as  that  for  danger  ;  thus,  CHl-Jr, 
sTr-Jr. 

828.  "  Defendant." —  See  remarks  under  Plaintiff. 

829.  "Difference." — The  hook  of  this  abbreviation  should 
be  made  quite  small  to  avoid  the  stem's  being  mistaken  for 
Dshn,  the  outline  of  condition.  In  writing  difficult  or  involved 
matter,  it  is  sometimes  best  to  use  the  full  form,  Df-i^ns. 

830.  "Distinct." — The  abbreviation  (Dst)  should  always  be 
employed  in  writing  this  word,  because  the  full  outline  Dst-NGt 
conflicts  with  Df-Nt,  definite. 

831.  "Dollar." — This  word  should  be  written  with  its  full 
outline,  D^-i-R,  except  when  used  in  connection  with  numbers 
denoting  svims  of  money;  and  then  D  may  be  employed. 

832.  "Electric"  —"Electro." —  The  abbreviations  for  the 
word  electric  and  the  combining  form  electro,  will  be  found  very 
useful  in  writing  such  words  and  phrases  as  electric  energy, 
electric  fluid,  electric  jar,  electric-light,  electric-meter,  electric- 
motor,  electro-deposit,  electro-motor,  electro-static,  etc. 

833.  "  First."—  The  most  natural  and  convenient  abbrevia- 
tion for  this  word  is  the  old  one,  Fst ;  but  as  some  shorthand 
writers  find  difficulty  in  keeping  that  form  distinct  from  Nst, 
the  abbreviation  of  the  conflicting  word  next,  the  optional  form 
of  detached  breve-est  is  also  provided. 

834.  "  Insurance."— The  words  with  which  the  abbreviation 
for  insurance  (Ns3)  is  liable  to  conflict  are  things  and  goods; 
and  sometimes,  especially  while  reporting  insurance  cases, 
whenever  the  word  stands  by  itself,  it  is  better  to  use  the  full 


308  ART  OF  PHONOGRAPHY. 

outline,  N-SHrnsS.    But  it  is  always  safe  to  use  the  abbrevia- 
tion in  phrases;  as  insurance  agent,  insurance  company,  etc. 

835.  "  Kingdom." —  In  taking  notes  of  sermons  and  other 
discourses  of  a  religious  character,  as  well  as  of  lectures  on 
natural  history,  the  abbreviation  K3  for  kingdom  is  useful ;  but 
in  general  reporting  it  should  be  used  sparingly. 

836.  "Language." — This  abbreviation  should  be  carefully 
shaded  and  the  hook  made  quite  large,  so  that  it  can  never  be 
mistaken  for  call. 

837.  "Languish." — The  terminations  nguish  and  nqui^h,  in 
the  words  distinguish,  extinguish,  vanquish,  and  relinquish,  and 
their  derivatives  (except  distinguishing),  may  be  abbreviated  in 
the  same  way  as  in  languish  —  that  is,  written  with  NG-SH. 

838.  "Large." — The  abbreviation  for  this  word,  Jl,  may 
generally  be  used  with  entire  safety ;  but  when  writing  about 
"bones,"  it  is  liable  to  be  mistaken  for  jaw,  as  jaw  bone  for 
large  bone;  and  then  the  full  form,  ir^-J,  should  be  used. 

839.  "  Liberty  "  — "  Majority." — While  it  is  the  general  rule 
that  outlines  of  words  ending  with  vowel-sounds  cannot  prop- 
erly terminate  with  shortened  stems,  because  they  furnish  no 
vowel-place  for  the  signs  of  such  vowels,  yet  there  are  several 
words  of  that  class  which  occxir  so  frequently  in  reporting  that, 
for  the  convenience  of  the  writer,  the  rule  is  relaxed  as  to  them, 
and  the  Shortening  Principle  is  used  instead  of  the  stem-sign, 
T  or  D.  Thus,  the  words  liberty  and  majority  may  be  written 
with  the  forms  i^.Brt  and  M-Jrtl ;  although  the  regular,  full 
forms  are  X3-Br-T  and  M-Jri-T.  Other  abbreviated  outlines  of 
this  kind  are  those  of  equality,  nobody,  etc.     See  867. 

840.  "Long." — The  abbreviation  NGi  is  employed  for  fow^' 
only  when  the  word  is  used  as  an  adjective  or  adverb.  When 
used  as  a  verb  or  noun,  long  is  written  in  full  (Z.1-NG). 

841.  "  New  " —  "  In  the." —  If  one  should  prefer  to  write  in 
the  always  with  N3-Choid  instead  of  Nt3,  and  should,  therefore, 
wish  to  distinguish  the  outline  of  neic  from  it.  it  maybe  done  by 
slightly  curving  the  breve  of  ne^c  downward.  It  then  becomes 
a  modification  of  the  breve  for  u  instead  of  a  contraction  of  the 
diphthong-sign  EW  (347). 

842.  "  Oil-y." —  The  words  ail  and  oily,  both  standing  alone 
and  in  some  of  their  derivatives  and  compounds,  may  be  written 
with  the  abbreviation  Poid-Lee. 


mSCELLANEOUS  ABBREVIATIONS.  309 

843.  "  Ology  "  in  Abbreviations. —  The  derivatives  of  words 
whose  outlines  are  abbreviated  by  usiug  J  for  "ology"  or 
"alogy,"  maybe  written  by  means  of  the  signs  of  the  primitive 
words,  with  the  additional  consonants  properly  indicated. 
Examples  :—  Theologian,  TH2-Jn  ;  theological,  THl-J-Kl ;  phy- 
siologist, Fzl-.Jst ;  nfineralogist,  M-Nr-Jsti ;  mineralogical,  M- 
Nr-Ji-Kl;  osieo^jflrer,  Sti'Jr;  osteologist,  ^V--^ si;  archseologist, 
Ri-K-Jst;  archseological,  Rl-K-J-Kl ;  pathologic,  Pl-TH-J-K ; 
pathological,  Pl-TH-J-Kl;  pathologist,  Pl-TH-Jst. 

844.  "Parliament-axy." — The  abbreviations  for  these  words 
should  only  be  used  in  legislative  work.  Generally  the  full 
forms  (Pr-//-Mut,  Pr-Z^Mut-i2)  should  be  employed. 

845.  "  People." —  The  abbreviation,  Pl^^,  is  only  used  for  the 
noun  ;  people  used  as  a  verb  being  written  in  full,  P3-P1. 

846.  "Plaintiff"  — "Defendant."— The  abbreviations  for 
these  words,  P-  and  D2,  should  only  be  employed  in  work  con- 
nected with  the  law.  In  general  reporting  the  full  forms, 
Plnt2-F  and  Df2-Nd-Nt,  are  preferable. 

847.  "Representative."— In  general  work  this  word  is 
written  with  the  outline  given  in  the  list;  but  in  congressional 
and  other  legislative  reporting,  and  always  in  speaking  of  the 
members  of  a  representative  body,  the  shorter  outline,  i?2-P, 
ma)'  be  used. 

848.  "  Revolutionary." —  The  form  of  this  abbreviation  na- 
turally suggests  that  the  words  revolution  and  revelation  might 
be  written  with  Zshn^  and  Zshn^  respectively,  but  it  would  not 
be  safe  to  do  so  as  a  rule.  And  yet,  if  these  words  should  occur 
very  frequently  in  rapid  work,  they  maj'  be  abbreviated  in  that 
way. 

849.  "  Well."—  See  1035,  under  Phraseography. 

850.  "  Will." — This  word  standing  alone,  and  used  (a)  as  an 
auxiliary  verb,  is  almost  invariably  written  with  the  abbrevia- 
tion, L'^; — (ft)  as  an  intransitive  verb  it  is  sometimes  written 
with  L^,  but  generally  with  the  stem  Weel ;  —  (c)  as  a  transitive 
verb  it  is  generally  written  with  Weel ;  —  and  (d)  as  a  noun  it  is 
generally  written  with  Weel ;  though  in  probate  proceedings  the 
reporter  frequently  uses  the  abbreviation.  Examples :  —  (ft)  It 
shall  be  as  you  mil  (i3).  I  n-ill  (Weel3)  that  it  be  done. —  (o) 
He  may  tcill  (Weel^)  his  estate. —  (d)  She  has  a  strong  will 
fWeel3).     Make  your  will  (Weel  or  L^). 


310  ART  OP  PHONOGRAPHY. 

SOME  GENERAL  RULES  OF  ABBREVIATION,  ETC. 

851.  Omission  of  Hooks.—  There  are  a  few  words,  most  of 
which  are  derivatives,  whose  outlines  naturally  suggest  the  use 
of  a  hook,  but  which  hook,  owing  to  some  peculiarity  of  form, 
cannot  readily  be  made  without  taking  off  the  pen.  In  such 
cases  the  hook  may  be  omitted.  Examples  :  —  i-Dt-Kl  iden  tical, 
T-Mnt  attainment  and  atonement,  S-Mnt  assignment,  Kn-S-Mnt 
consignment,  sPd-THr-Ft  spendthrift,  Jr-Mnt  adjournment,  sJr- 
Mnt  sojournment,  ind-i/d  landlord. 

852.  Omission  of  Implied  Hooks.—  One  of  the  most  valu- 
able principles  of  abbreviation,  affecting  quite  a  large  class  of 
words,  is  that  which  permits  stems  of  the  Ens  and  Sper  series 
to  be  connected  with  other  stems,  in  violation  of  the  rules  laid 
down  at  534  and  535,  as,  for  example,  the  forms  of  trans  and 
pose,  and^re  and  scribe,  in  writing  the  words  transpose  andj>re- 
scrihe  respectively.  The  outlines,  because  of  the  joining,  cease, 
of  course,  to  contain  the  implied  hooks,  and  only  signify  the 
contractions  traspose  and  presMbe.  But  the  fact  that  the  con- 
nected outlines  appear  to  the  eye  to  contain  the  forms  of  the 
component  parts,  makes  them  quite  legible,  notwithstanding  the 
omissions. 

853.  The  following  are  some  of  the  more  common  of  the  words 
that  are  abbreviated  according  to  this  principle :  transposal,  trans- 
pire, transport,  transparent,  transmit,  transalpine,  Transylvania, 
translate,  translation,  translucent,  transship,  transact,  transaction, 
chancery (CH-sE),  chancellor  (CH-sL-Ji), counselor (K-sL-H),  Penn- 
sylvania, dispensary  (-'P-sR).  And  in  the  case  of  a  few  words,  as 
transcribe,  transcription,  transgress,  transgression,  etc.,  both  the 
implied  hooks,  n  and  r,  are  lost  by  reason  of  the  joining.  The 
outlines  of  transplant  and  transatlantic  may  be  abbreviated  to 
Trs-Plnt  and  Tr-sint-K.  The  stem  N,  instead  of  the  implied 
hook,  should  be  used  in  writing  the  following  words  and  their 
derivatives:  transfuse  (Tr-Ns-Fz),  transfer,  transform,  trans- 
fix, transfigure,  transverse  (-V-Rs),  transitive,  transitory,  tran- 
scend, transcendental,  chancel,  pencil,  cancel,  council,  and  counsel 
(except  in  phrases,  when  K  is  sometimes  used). 

854.  K  and  P  sometimes  Omitted. — ^When  the  sound  of  k  oc- 
curs after  the  sound  of  ng,  and  when  the  sound  oi p  occurs  after 
the  gound  of  m  —  and  before  certain  consonant  sounds  —  the  k  or 


MISCELLANEOUS  ABBREVLA.TIONS.  311 

the  p  sound,  as  the  case  may  be,  is  scarcely  perceptible,  and  its 
signs  may,  therefore,  be  omitted  from  the  outline.  The  foUow- 
ings  words  are  examples  of  such  abbreviation :  anxious  (&ngk'- 
shus)  NG-SHsi,  sanctity  (sangk'tity)  sNGt-Tl,  ranked  (rangkt) 
i?i-NGt,  Unlced  (lingkt)  iS.NGt;  tempt  T2-Mt,  assumption  S^- 
Mshn,  assunqisit  S^-Ms-T,  sumptuous  sM-CHs2,  pumpkin  P2-M- 
Kn,  Tompkins  Tl-M-Knz,  Thompson  Tl-Msn,  glimpse  Gl3-Ms,  etc. 
Whenever  it  is  necessary  to  do  so,  md  may  be  distinguished 
from  mpt  by  using  the  stem  signs,  M-D ;  as  in  writing  thumped 
(TH2-Mt)  and  thumbed  (TH^  -M-D).  For  other  abbreviated  out- 
lines, similar  in  character  to  the  foregoing,  see  514. 

855.  K  before  **s"  or  "t." — There  is  a  number  of  outlines 
from  which  the  stem  K,  occurring  before  the  consonant  s  or  t, 
may  be  omitted  with  safety,  of  which  those  that  are  regularly 
so  written  are  given  in  the  List  of  Abbreviations,  as  the  forms 
for  extraordinary,  experience,  fact,  etc.;  while  the  others,  the 
use  of  which  is  optional,  are  as  follows :  sJrti  exaggerate,  sJrl- 
Td  exaggerated,  sJrshn2  exaggeration,  sKt-il  exactly,  sKt^-Ns 
exactness,  sTrvl-Gns  extravagance,  sTrvi-Gnt  extravagant,  sT2- 
Pr-Ns  extemporaneous,  sTr3-M-i  extremely,  i?s2-Pt-Fl  respect- 
fuUly,  sPrs2  express  (as  noun,  but  not  as  verb),  sPrs2-L, 
expressly.  The  use  of  this  principle  must  not,  however,  be 
extended  beyond  these  examples  and  a  few  of  their  derivatives. 

856.  M  Omitted  from  T-M-Pr.— The  stem  M  may  gen- 
erally be  omitted  from  the  outline  T-M-Pr.  Examples  : — T-Pms 
temperance,  N-T-Prt  intemperate,  T-Fr-R  temporary,  T-Pr-i?l 
temporarily. 

857.  Words  ending  in  "ntial-ly." — Most  words  ending  in 
ntial  or  ntinlly,  may  be  abbreviated  by  omitting  from  their  out- 
lines everything  that  follows  tlie  consonant  n  ;  and  usually  that 
consonant  may  be  written  with  the  En-hook.  The  following  are 
words  in  which  this  principle  of  abbreviation  maybe  employed: 
substantial-ly,  pestilential-ly,  deferential,  differential,  revei-ential, 
penitential,  inferenfial-ly,  influential,  conseqtiential,  etc. 

858.  Stem  Ing  Used  for  "  ng-g." —  Whenever  in  the  com- 
mon orthography  the  letters  ng  have  the  double  sound  of  ng-g, 
as  in  the  words  anger  (aug-ger),  finger  (fing-ger),  dangle  (dang- 
gle),  English  (ing-glish),  etc.,  it  is  allowable  in  reporting  to 
write  the  two  sounds  (ng-g)  with  the  stem  Ing  alone,  without 
the  addition  of  the  stem  Gay, 


312  ART  OF   PHONOGEAPHT. 

859.  En-Hook  Used  for  Ing.—  in  the  ordinary  orthography 
the  letter  n,  before  a  k-sound  at  the  end  of  a  syllable,  takes  the 
sound  of  the  sign  Ing ;  as  in  i7iJc,  monkey,  wrinkled.  It  is,  there- 
fore, safe  and  permissible  to  apply  the  converse  of  that  fact  and 
sometimes  write  the  sound  of  Ing  before  Kay  with  the  En-hook ; 
as  in  the  words  thanked  (THn-Kt),  frank  (Frn-K),  Franklin, 
flunk,  nunc,  etc. 

REMAEKS  ABOUT  WOED-FORMS. 

860.  The  Termination  "ngly." — Whenever  the  form  of 
the  outline  wiU  permit,  the  frequent  termination  ngly  is  written 
with  the  stem  Ingl;  as  in  the  words  douhtingly,  laughingly, 
strongly,  enticingly,  exceedingly,  seemingly,  etc.  But  if  Ingl  will 
not  join  readily,  as  in  the  outlines  of  mincingly,  puffingly,  cun- 
ningly, f  aw  ningly,  scaiteringly,  amazingly,  etc.,  the  form  Ing-El  is 
usually  employed  instead. 

861.  The  Termination  "ington." — The  syllables  ington, 
with  which  so  many  names  of  towns  and  cities  terminate,  as 
Washington,  Lexington,  Arlington,  etc.,  may  be  written  in  two 
ways,  either  of  which  is  correct,  namely,  NG-Tn  and  NGt-N. 
The  first  form  is  the  more  distinctive  of  the  two,  but  the  latter 
is  generally  more  quickly  written.  But  if  the  stem  NG  does  not 
join  at  an  angle  with  the  preceding  stem,  the  form  NG-Tn  must 
be  used;  as  in  Wr-DH-NG-Tn  Worthington,  Fl-R-M-NG-Tn 
Farmington,  etc. 

862.  Final  L  after  Shortened  En,  Ing,  Em,  and  Hay.— 
Final  /,  whether  followed  by  a  vowel-sound  or  not,  when  it 
comes  after  half-length  Em  or  Hay,  is  written  upward,  and 
after  half-length  En  or  Ing,  it  is  generally  written  down- 
ward; as  in  the  words  motley,  metfd.  mutual,  hotly,  hotel;  defi- 
nitely, until,  succinctly,  etc.  But  neatly  and  nightly  are  written 
with  the  outline  Nt-i. 

863.  Initial  L  before  M-P  or  M-B.,  as  in  the  outlines  of 
lamp,  limp,  limbo,  lumbago,  etc.,  is  better  written  with  El  than 

Lee ;  thus,    ^^^\    lump. 

864.  Stems  Struck  Vertically  Upward.— In  the  case  of  a 
few  oiitlines  ending  with  st  preceded  by  a  final-hook,  in  which 
it  is  impracticable  to  write  the  st  either  with  breve-est,  or  with 


MISCELLANEOUS  ABBREVLA.TIONS.  313 

the  stem  St  written  in  the  ordinary  way,  it  is  allowable  to 
strike  the  stem  upward, —  as  in  writing  the  -wordB/usionistj/ash- 
ionist,  visionist,  faetioiiist,  anointest,  etc.;  thus,  ••/^-l^—  elocution- 
ist. In  like  manner,  in  writing  the  word  affectionate,  the  stem 
T  may  be  written  upward  from  the  end  of  the  Shun-hook;  and 
in  affectionately,  the  stem  L  may  be  joined  on  at  the  top  of  the 
upward  T. 

865.  Non-vocalizable  Word-forms.— As  phonography  is 
largely  a  matter  of  consonant  representation,  it  is  allowable  for 
the  reporter  in  writing  certain  words  to  use  very  brief  outlines, 
without  regard  to  whether  they  can  be  fully  vocalized  or  not ; 
provided  there  be  no  conflicting  words,  and  such  outlines  are 
not  difficult  to  form  or  too  complicated.     Examples  : 

.        -^       .         A^ 

^    ^....^..    b       fc      4)       Ir^     bv 

N,     *Y     'v*     ^     y....^^...<\^..^\f^ 

Key. —  Profit,  profitable,  indefatigable,  anticipate,  antici- 
pated, anticipating,  anticipation,  participate,  participated,  par- 
ticipating, participation,  midst,  modest,  modesty,  detest, 
detested,  detesting,  detestation,  detestable,  protest,  protested, 
protesting,  protestation,  Protestant,  Protestantism,  supervisor, 
professor. 

INITL^LL  AND  FINAL  SYLLABLES. 

866.  The  following  statement  will  show  some  of  the  more 
frequent  initial  and  final  syllables  of  words  as  they  are  usually 
written  in  phonography: 

867.  Initial  Syllables. —  The  initial  syllable  oh/- is  usually 
written  bvNt;  astro-,  by  Str;  bene-,  by  Bn ;  cal-,  by  Kl;  car-, 
by  Kr;  cat-,  by  Kt;  cent-,  by  sNt;  chir-,  by  Kr;  cir-  (except 
before  Kl)  by  sR,  before  Kl  by  sR,  in  circitm-  by  sE  or  sR; 
col-,  by  Kl;  cor-,  by  Kr;  counter-,  by  Kntr  ;  cut-,  by  Kt;  del-, 
by  Dl ;  enter-,  by  Ntr;  fer-  and  fur-,  by  Fr;  hept-,  by  hePt; 
hydra-,  by  Toid-Dr  ^   hydro-,  by  Toid-Dr  or  Hdr  ;    hyper-,  by 


314  .         ART  OF  PHONOGRAPHY. 

Toid-Pr ;  hypo-,  by  hiP ;  int-,  by  Nt ;  inter-,  by  Ntr ;  jur-,  by 
Jr;  Mai-,  by  Ml  or  M-i;  met-,  by  Mt;  mult-,  by  Mlt  or  M-Z,t; 
oct-,  by  Kt ;  jpflr-  and  per-,  by  Pr ;  phil-,  by  Fl ;  poly-,  by  P-i  or 
PI;  g?«i-,  by  Kw;  rel-,  by  jBI;  retro-,  by  ^-Tr  or  i?tr;  sept-, 
by  sPt;  sis-,  sys-,  and  sus-,  by  breve -sez ;  stereo-,  by  sti?;  ««&- 
ter-,  by  sBtr;  super-  and  supr-,\>y  Spr;  under-,  by  Ndr;  va?-, 
t»o?-,  and  t'M?-,  by  VI ;  and  ver-,  by  Vr. 

868.  Final  Syllables. —  The  final  syllables  -hility  are  written 
by  the  stems  Bl-T  or  the  stem  Bit,  except  in  the  outlines  of 
ability,  inability,  nobility,  sensibility,  insensibility,  and  risibility,  in 
which  they  are  written  by  B-L-T  (or  -it) ;  -ble-y  is  written  by  Bl ; 
-cal-ly,  by  Kl ;  -ciously,  by  Shs-i;  -cise,  by  breve-sez  ;  -cism,  by 
breve-sez  and  M ;  -form,  by  F  or  F-M  ;  -ful-ly,  by  Fl ;  -grapher,  by 
Grf-R;  -graphy,  by  Gr-F;  -holder,  by  Toid-Xdr,  Koid-Ldr,  or 
Hldr,  according  to  which  is  the  most  convenient ;  -hood,  byHd  ; 
-ive,  by  V  or  the  Vee-hook;  -lion,  by  Xn ;  -tnal,  by  Ml ;  -nal,  by  Nl ; 
■^neous,  by  Ns ;  -ometer,  by  Mtr ;  -rial,  by  i?l ;  -rian,  by  i?n ; 
-riously,  by  Rs-L;  -san,  -sen,  -sin,  and  -so«,  by  breve-s  and  the 
n-curl ;  -sis  and  -sits,  by  breve-sez  ;  -ted  and  -<?<(?e,  by  Td  ;  -tial, 
by  Shi ;  -ture,  by  the  Ter-hook  or  by  lengthening ;  and  -sture 
(-xture),  by  breve-ster  or  sCHr. 

PHRASEOGRAPHY. 

869.  As  the  learner  has  been  going  aloug  through  the  book, 
studying  the  various  principles  of  Phonography  as  they  are  ap- 
plied in  writing  the  outlines  of  separate  words,  he  has  also,  at 
the  same  time,  been  made  acquainted  with  most  of  the  rules 
which  relate  to  the  writing  of  words  by  means  of  phrase-signs. 
But,  in  order  that  the  subject  of  Phraseography  may  be  so  pre- 
sented that  any  part  of  it  can  be  readily  referred  to,  and  also 
for  the  purpose  of  giving  additional  instruction  in  respects 
wherein  the  teaching  has  heretofore  been  somewhat  incomplete, 
it  will  now  be  taken  up  again  and  given  in  its  entirety. 

870.  Definition.-^  As  applied  to  Phonography,  the  term 
Phraseography  is  employed  to  denote  the  indicating  of  two  or 
more  words  by  a  single  shorthand  outline. 

871.  Two  Kinds  of  Phrases. —  Phrase-signs  may  be  divided 
into  two  general  classes,  namely : 


PHRASEOGRAPHY.  315 

I.  Those  signs  which  are  formed  by  simply  joining  together, 
without  alt<>ration,  the  ordinary  outlines  of  words  as  they  are 
written  when  standing  alone.    For  examples,  see  under  358. 

II.  Those  signs  which  by  means  of  the  alphabetic  characters 
and  the  various  hooks,  modifications,  circles,  loops,  etc.,  group 
together  the  consonants  of  two  or  more  words,  without  regard  to 
the  individual  fonn  of  each  outline,  when  standing  alone.  In 
phrases  of  this  kind,  a  portion,  and  sometimes  all,  of  the  words 
lose  their  identity  of  outline ;  although,  as  a  rule,  there  is  at  least 
one  word-form  which  remains  intact,  and  around  which  the 
others  gather  in  a  sort  of  verbal  cluster.  For  examples,  see  un- 
der paragraphs  387,  388,  402,  422,  474,  475,  476  and  549. 

872.  Phrases  of  the  first  class  are,  of  course,  the  simplest  in 
their  construction,  the  words  being  joined  one  after  another, 
very  much  as  some  long-hand  writers  connect  the  words  on  each 
line  of  the  paper. 

873.  But  in  the  second  class  of  phrases  all  of  the  elementary 
principles  of  Phonography  are  brought  into  service  to  write  the 
collections  of  consonant-sounds  of  phrases,  very  much  as  the 
same  principles  are  used  in  writing  the  consonants  of  single 
words.  That  is  to  say,  the  briefest  method  of  representing  them 
is  adopted  that  is  consistent  with  both  speed  and  legibility ;  no 
particular  attention  being  paid  to  derivation  and  meaning,  as 
they  are  abundantly  able  to  take  care  of  themselves,  provided 
the  outlines  are  sufficiently  atnple  and  are  phonetically  correct. 

874.  Rule  of  Position.—  The  general  rule  for  the  position  of 
phrase-signs  is  that  the  outline  of  the  first  word  be  written  in 
the  position  it  would  occupy  if  standing  alone.  For  examples, 
see  under  358. 

875.  Exceptions  to  Rule.  —  When  the  word  that  commences 
the  phrase  belongs  to  the  first  position,  and  is  written  with  a 
circle,  loop,  horizontal  stem,  or  any  half-length  stem,  if  neces- 
sary to  secure  greater  legibility  —  and  especially  when  the 
second  word  depends  upon  its  position  for  distinction  —  the  first 
word  may  be  raised  or  lowered,  as  the  case  may  be,  so  as  to  al- 
low the  second  word  of  the  phrase  to  be  written  in  the  position 
it  would  occupy  if  standing  alone.  Examples:  —  as  good  as,  as 
soon  as,  as  lately  as,  as  little  as,  on  this,  can  this.  For  other 
examples,  see  the  67th,  68th,  69th,  and  70th  Beading  and  Writing 
Exercises. 


316  AET   OF   PHONOGRAPHY. 

876.  Difficult  Junctions. — It  is  generally  better  to  disjoin 
than  to  make  phrase-outlines  that  contain  difficult  junctions. 
But  occasionally  speed  is  gained,  and  legibility  not  impaired, 
by  including  in  a  phrase-sign  stems  whose  junctions  require  a 
little  extra  care  in  the  writing.  Examples :  —  Little  while  after, 
that  will  be. 

877.  Occasionally,  when  a  phrase  that  contains  slanting  stems 
extends  an  unusual  distance  below  the  line,  the  defect  may  be 
partially  remedied  by  giving  the  inclined  part  of  the  outline  an 
unusual  slant.  Examples :  Any  part  of  their,  days  afterward, 
depend  upon  their,  took  charge  of  their.  ^ 

878.  Sometimes,  when  incorporated  in  phrase-signs,  for  the 
purpose  of  securing  easy  junctions,  words  are  written  with  out- 
lines that  would  not  be  safe  or  allowable  if  they  were  standing 
alone.  Such  changed  outlines  are  generally  mere  variations  of 
the  full  consonant  word  forms  ;  but  sometimes  they  are  abbre- 
viations adapted  specially  to  the  phrase  or  phrases  in  which 
they  occur.  Examples  :  — ^After  business  hours,  any  statement, 
eternal  life,  for  instance,  for  the  purpose,  in  full,  in  March, 
stand  still,  mean  to  be  understood. 

FROM  SIGNS  TO  PHRASES. 

879.  The  various  hooks,  modifications,  circles,  etc.,  are  used 
in  phrase-writing  to  represent  words,  in.  the  manner  shown  in 
the  following  statement : 

THE  FESTAL  HOOKS. 

880.  En-hook.—  The  En-hook  is  used  for  an,  and,  and  own, 
for  than  after  comparatives,  and  rarely  for  been  and  one.  For 
examples,  see  under  387  and  388,  and  the  following :  Their  own, 
more  than,  other  than,  every  one,  some  one. 

881.  Vee-hook. —  The  Vee-hook  is  used  for  of  and  hare.  At 
630  will  be  found  a  description  of  the  Vee-hook  on  curved- 
stems.  For  examples,  see  under  387  and  388,  and  the  follow- 
ing:—  All  of,  they  have,  may  have. 

882.  Shun-hook. —  The  Shun-hook  is  sometimes  used  for 
ocean.    Examples: — Atlantic  Ocean,  Paeifie  Ocean. 

883.  Tier-hook.— The  Ther-hook  is  used  for  there,  their 
other,  and  they-are.    For  examples  see  under  401. 


PHRASEOGRAPHY.  317 

THE  DaTIAL  HOOKS. 

884.  El-hook.—  The  El-hook  is  used  for  all  and  will. 

885.  Ex-hook. —  The  Er-hook  is  used  for  are,  our,  and  or. 
For  examples  of  the  El  and  Er  hooks  in  phrases,  see  under 

421  and  422. 

886.  Way-hook. —  The  Way-hook  is  sometimes  used  for  we. 
But  generally  this  word  is  written  with  the  breve  Thoid  or 
Soid. 

887.  Yay-hook. —  The  Yay-hook  is  frequently  used  for  you 
or  your.    Examples :  —  Can  you,  at  your,  by  your,  etc. 

THE  MODIFICATIONS. 

888.  Shortening  Principle.— The  Shortening  Principle 
may  be  used  for  it  and  the,  for  had  after  all  pronoims  that  are 
written  with  a  stem-sign,  and,  in  a  few  phrases,  for  to.  For  ex- 
amples, see  under  474. 

889.  The  En-hook  and  Shortening  Principle  combined  may  be 
used  for  not.    For  examples  see  under  476. 

890.  The  Ef-hook  and  Shortening  Principle  combined  may  be 
used  for  of  the.  Examples: — Day  of  the,  part  of  the,  for  the 
sake  of  the. 

891.  Breve-s  and  the  Shortening  Principle  combined  may  be 
used  for  its.     Examples  :  —  By  its,  of  its,  in  its. 

892.  Lengthening  Principle. —  The  Lengthening  Principle 
may  be  used  for  there,  their,  thcy-are,  and  other.  For  examples, 
see  under  475. 

893.  The  En-hook  and  Lengthening  Principle  combined  may 
be  used  for  another.    For  examples,  see  under  476. 

894.  The  Ef-hook  and  Lengthening  Principle  combined  may 
be  used  for  after.  Examples :  —  Day  after  day,  week  after 
week,  hour  after  hour. 

THE  CIRCLES  AND  LOOPS. 

895.  Breve-S. —  Breve-s  is  used  for  as,  has,  i^,  and  his,  and, 
after  any  other  breve,  for  us.     For  examples,  see  under  549. 

896.  Breve-sez. —  By  ehanging  breve-s  to  breve-sez  the 
words  as,  has,  is,  and  his  may  be  added.  For  examples,  see  un- 
der 549. 


318  ART  OF  PHONOGRAPHY. 

897.  Breve-sez  is  also  occasionally  employed  in  connecting 
the  outlines  of  two  words,  the  first  of  which  ends,  and  the  sec- 
ond begins,  with  an  s  or  z  sound.  Examples  :  — It  is  said,  this 
speech,  those  circumstances,  witness  stand. 

898.  Breve-est. —  By  changing  breve-s  to  breve-est,  the 
words  the,  it,  and  to  may  occasionally  be  added.  For  examples, 
see  under  549. 

899.  Breve-est  at  the  end  of  a  word  may  sometimes  be 
changed  to  breve-s,  in  order  to  secure  an  easier  junction  with 
the  succeeding  word.  Examples :  —  Must  be,  must  not,  Post 
Master  General,  most  likely. 

900.  Breve-Ster. —  By  changing  breve-s  to  breve-ster,  the 
words  there,  their,  and  they-are  may  be  added.  And  sometimes 
the  word  store  is  written  in  the  same  way.  For  examples,  see 
under  549. 

THE  CURLS. 

901.  Final  En-curl. —  The  final  En-curl  may  be  used  for 
ihan,  in,  an,  and  been.  Examples :  —  Less  than,  faster  than, 
it  is  in,  that  is  an,  it  has  been. 

902.  Initial  En-curl.—  The  initial  En-curl  may  be  iised  for 
in.  Examples:  —  In  consideration,  in  some,  in  separating,  in 
quest. 

903.  En-curl  in  Final  Hooks. —  A  small  En-curl,  turned  on 
the  inside  of  the  Ter  and  Vee  hooks,  may  be  used  for  than,  oicn, 
or  been.  Examples:  —  Rather  than,  by  their  own,  had  there 
been,  may  have  been,  there  have  been. 

FROM  WORDS  TO   PHRASES. 

904.  "A,"  in  phrases,  is  written  with  the  breve  Poid  or  TJp- 
Poid.     See'703-706.     For  Examples,  see  under  707. 

905.  "A"  following  "Ing."— See  707. 

906.  "A  Com." — See  731-734.  Examples: — A  combination, 
a  command,  a  common,  a  confused,  a  connected,  a  complicated, 
a  conflict,  a  consciousness,  a  cumbersome.     (See  under  734.) 

907.  In  a  few  phrases  of  distinct  individuality  the  article  a 
may  be  omitted.  Examples  :  —  Once  in  a  while,  to  a  certain  ex' 
tent,  year  and  a  half. 


PHRASEOGRAPHY.  319 

908.  "After." — After,  in  phrases,  is  usually  written  with 
Fetter.  But  in  a  few  phrases  it  may  be  written  with  the  Ef- 
hook  and  Lengthening  Priueiple  combined.  Examples: — Long 
after,  after  me,  before  or  after,  week  after,  Saturday  afternoon. 

909.  "Ain't."— See  "CflH'^" 

910.  '•  All,"  in  phrases,  is  written  as  follows : 
Initially  — 

With  the  stem  Lee.    Examples  : — All  directions,  all  such. 
Finally  and  medially  — 

«.  With  the  El-hook.    For  examples  see  under  421,  422. 
b.  With  the  stem  El  or  Lee.     Examples : — After  all,  that  is 
all,  that  was  all. 

911.  The  El-hook  should  seldom  be  used  for  all  after  words 
that  take  the  same  hook  for  will.  Thus,  the  stem  DHl  may  be 
used  for  they  will  and  them  all,  but  not  for  they  all. 

912.  "An,"  in  phrases,  is  written  as  follows  : 
Initially — 

With  the  breve  Poid.     Elxamples  :  —  An  alarming,  an  emer- 
gency, an  important. 
Finally  and  medially — 

a.  With  the  breve  Poid  or  Up-Poid.  Examples:  —  Began  an, 
known  an,  let  an,  alter  an. 

b.  With  the  En-hook.    For  examples,  see  under  387,  388. 

c.  With  the  final  En-curl.  Examples : — It  is  an,  that  is  an, 
she  is  an,  lose  an. 

913.  "And,"  in  phrases,  is  written  as  follows : 
Initially — 

With  the  breve  Poid.     Examples :  —  And  that,  and  yet,  and 
this.    Also  under  707. 
Medially  and  finally  — 

a.  With  Poid  and  Up-Poid.  Examples :  — Now  and  then,  short 
and  clear,  that  and,  by  aod  by. 

b.  With  the  En-hook  (387).  Examples  :  —  Over  and  above,  up 
and  down,  sum  and  substance. 

c.  Occasionally  with  the  final  En-curl  after  circles  and  loops 
and  En-curl  in  final  hooks  (903).  Examples  :  —  Fuss  and,  cross 
and,  false  and,  less  and,  faster  and,  better  and. 

914.  Usually,  however,  when  and  occurs  between  repeated 
words,  its  sign  may  be  omitted.  Examples :  — Again  and  again, 
for  ever  and  ever,  more  and  more,  years  and  years. 


320  ART  OP  PHONOGRAPHY. 

915.  "And  com." — See  731-734.  Examples: — And  com- 
pared, and  concerned,  and  consisted,  and  contained,  and  com- 
bined, and  commanded,  and  contended,  and  compromised,  and 
concluded.     (See  under  734). 

916.  "Another,"  in  phrases,  is  written  as  follows: 
Initially  — 

With  Enther  in  the  first  position.  Examples :  —  Another  af- 
fair, another  day,  another  point. 

Finally  and  medially  — 

a.  With  the  En-hook  and  Lengthening  Principle  combined. 
For  examples,  see  under  476,  and  the  following :  At  another, 
such  another,  on  another  occasion,  in  another  manner. 

h.  Occasionally  with  Enther=  Examples: — Before  another, 
1  have  another. 

917.  "Another  "  —  "  Any  other  "—"No  other."  —The  out- 
lines of  another,  any  other  and  no  other  may  be  distinguished 
when  necessary  as  follows :  Another  is  joined  freely  in  phrases 
without  vocalization ;  any  other  is  disjoined  and  written  in  the 
third  position,  and  no  other  may  be  joined  to  a  preceding  word, 
but  the  vowel-sign  5  should  generally  be  inserted.  Examples  :  — 
Before  another,  before  any  other,  before  no  other. 

918.  "Any"  and  "No." — When  standing  alone  or  com- 
mencing a  phrase,  any  is  written  in  the  third  position,  instead 
of  the  second,  so  as  to  avoid  conflict  with  no.  But  when  joined 
to  preceding  words,  of  course,  no  such  distinction  can  be  shown. 
And,  although  there  is  no  rule  covering  all  the  cases,  in  practice 
the  following  course  respecting  these  words  seems  to  be  the 
most  natural: 

a.  After  in  —  join  any,  but  not  no.    Example :  —  In  any  case. 

b.  After  there  is  — join  «o,  but  not  any.  Examples : — There  is 
no,  think  there  is  no,  yet  there  is  no. 

c.  When  the  context  will  tell  which  word  is  intended,  either 
may  be  joined.  Examples :  —  More  than  any,  whether  or  no, 
yes  or  no.  . 

919.  "Anybody"  and  "Any  one"  should  always  be  dis- 
Joined'and  written  in  the  third  position.  Examples : — Was  there 
anybody,  was  there  any  one. 

920.  "Anyother."— See  917. 

921.  The  phrases  any  other  and  no  other,  in  some  respects,  do 
not  come  under  the  same  rules  as  anv  and  no. 


PHRASEOGRAPHY.  321 

922.  "Anything"  may  be  joined  in  any  part  of  a  phrase. 
Examples  : — Anything  about,  did  you  have  anything,  was  there 
anything  said  or  done. 

923.  "Are,"  in  phrases,  is  written  as  follows : 
Initially  — 

Always  with  the  stem  Ree.  Examples:  —  Are  they,  are  a, 
are  all. 

Finally  and  medially  — 

a.  With  the  Er-hook.  For  examples,  see  under  421,  and  the 
following :  they  are,  we  are  ready,  which  are  likely. 

b.  Including  preceding  they,  with  the  Ther-hook,  with  the 
Lengthening  Principle,  and  with  breve-ster.  Examples:  —  For 
which  they  are,  think  they  are,  if  they  are,  that  they  are,  since 
they  are,  unless  they  are. 

c.  With  the  stem  Er.  Examples :  —  There  are,  those  are, 
what  are  you,  than  there  are. 

924.  Caution. —  Ree  is  never  used  for  are  except  when  the 
word  stands  alone  or  begins  a  phrase.     (See  1041.) 

925.  "As,"  in  phrases,  is  generally  written  with  breve-s 
(546).    Examples : — As  early  as,  or  as,  such  as. 

926.  Sometimes  as  is  included  in  breve-sez,  or  in  a  loop.  For 
examples,  see  under  549. 

Position. —  At  the  beginning  of  phrases  as  follows  the  posi- 
tion of  the  second  word,  if  it  has  a  stem-outline.  Examples  :  — 
As  if,  as  good  as,  as  great  as,  as  long  as,  as  soon  as,  as  we,  as 
our,  as  you. 

927.  But  if  the  phrase  has  no  stem-sign,  as,  following  the 
general  rule,  is  written  in  the  first-position.  See  353,  874,  and 
875.    For  examples,  see  under  549. 

928.  "  Been,"  in  phrases,  is  written  as  follows : 
Initially — 

With  the  stem  Ben3.    Examples :  —  Been  the,  been  there. 
Medially  and  finally — 

a.  With  the  stem  Ben.  Examples: — Had  been  done,  had 
been  there,  it  has  not  been. 

b.  With  the  En-hook.  Examples :  —  Must  have  been,  that  has 
ever  been. 

c.  Occasionally  with  final  En-curl  after  circles  and  loops,  and 
the  En-curl  in  final  hooks  (903).  Examples :  —  It  has  been,  had 
there  been,  may  have  been,  there  have  been. 

21 


322  ART  OF  PHONOGRAPHY. 

929.  "Belong"  — "Believe."— When  belong  is  joined  to  a 
preceding  stem  it  should  be  written  in  full,  because  its  abbre- 
viation (Bel),  in  such  case,  would  conflict  with  believe.  Ex- 
amples :  —  Do  you  belong,  do  you  believe. 

930.  "Bill,"  in  phrases,  may  be  written  with  either  Bee-El 
or  Bee-Lee,  according  to  which  makes  the  most  convenient  out- 
line. Examples :— Bill  of  Exchange,  bill  of  particulars,  bill  of 
sale. 

931.  Occasionally  bill  is  written  with  the  stem  Bel,  Ex- 
ample :—  True  bill. 

932.  "Can"— "Could."- Ca«  maybe  joined  freely  in  any 
part  of  a  phrase.  But  could  written  with  its  abbre\'iation  (Kay) 
should  never  be  joined  except  when  it  commences  a  phrase,  or 
when  it  immediately  follows  a  breve-sign,  which  begins  the 
phrase.  If  written  with  the  stem  Ked,  coidd  may  occasionally 
be  joined  with  advantage  to  a  preceding  stem.  Examples  :  — 
Can  be  seen,  can  there  be,  he  can,  I  can,  you  could. 

933.  "  Can't "  -  "Could  n't "  —  " Did  n't "  —  " Don't "  — 
"Hadn't"  — "Should  n't.'-  Can't,  could  nH,  didn't,  don't, 
had  n't,  and  should  n't,  abbreviated  forms  of  the  expressions  caw- 
not,  could  not,  did  not,  do  not,  had  not,  and  should  not,  respec- 
tively, though  seldom  used  in  dignified  and  formal  delivery,  are 
very  frequently  met  with  in  colloquial  speech,  and  are  heard 
constantly  in  the  examination  of  witnesses. 

934.  In  reporting  phonographically,  it  is  not  convenient  to 
distinguish,  by  difference  of  outline,  between  the  full  and  the 
contracted  forms  of  these  words  ;  and  cannot  and  can't  are 
both  written  with  the  stemKenti;  could  not  and  couM  n't,  with 
Kent3,  etc. ;  it  being  left  to  the  memory  or  judgment  of  the 
writer  to  afterwards  determine  which  form  of  expression  shall 
be  employed  in  the  transcript. 

935.  From  careful  observation  of  the  usage,  in  this  respect, 
of  public  speakers,  and  especially  of  witnesses  and  examining 
counsel  in  trials,  the  following  general  conclusions  have  been 
arrived  at : 

a.  The  abbreviations  can't,  could  n't,  etc.,  are  more  commonly 
used  in  the  taking  of  testimony  than  in  formal  speeches. 

b.  In  questions  and  answers  they  are  generally  used  at  the 
beginning  of  sentences,  or  at  least  when  other  words  follow  in 
the  same  sentence. 


PHRASEOGRAPHY.  323 

c.  Standing  alone,  or  at  the  end  of  sentences,  the  full  forraa, 
cannot,  could  not,  etc.,  are  more  generally  heard. 

936.  The  foregoing  statement  is  by  no  means  an  infallible 
guide  in  regard  to  the  use  or  non-use  of  these  contracted  forms 
of  speech.  In  very  rapid  and  excited  examinations  they  are 
almost  always  employed.  Should  any  one  desire  to  make  a  dis- 
tinction between  the  two  forms,  it  may  be  done,  by  using  the 
apostrophe,  in  connection  with  the  outlines  when  representing 
the  contractions,  but  placing  it  under  instead  of  over  the  char- 
acters (963).  Examples  :  —  Can't,  could  n't,  did  n't,  don't,  had  n't, 
should  n't. 

937.  •'  Charge  "  —  "  Change." —  Charge,  written  with  its  ab- 
breviation (Chay),  may  be  joined  in  any  part  of  a  phrase.  But 
change,  when  joined  to  a  preceding  stem,  should  be  written 
with  its  full  outline  (CH-N-J).  Examples:  —  Charge  of  any- 
thing, took  charge  of  their,  no  change. 

938.  "Company,"  standing  alone,  is  written  with  fP2-N; 
but  in  phrases  K  is  generally  used.  Example: — Insurance 
company. 

939.  "  Could."—  See  932. 

940.  ••  Could  n't."—  See  "  Can't." 

941.  "  Date  "  —  "  Day."—  The  outline  for  date  should  al- 
ways be  made  quite  short,  so  that  it  will  never  be  mistaken  for 
the  word  day.  Examples :  —  On  the  date,  on  the  day,  this  date, 
this  day. 

942.  "Did."—  See  "  Had  "—  "  Do  "  —  "  Did." 

943.  "Didn't."— "Don't."— See  "Can't." 

944.  "  Do."—  See  "Had  "  —  ''Do"—  " Did." 

945.  "  Else  "  —  "  Less." —  When  standing  alone  else  is  vocal- 
ized to  distinguish  it  from  less.  But  in  phrases  the  words  are 
distinguished,  when  necessary,  by  writing  else  downward  and 
less  upward.  Examples  :  —  Anything  else  —  anything  less,  little 
else  —  little  less,  nothing  else  —  nothing  less. 

946.  "  Ever  "  —  "  Have." —  Ever,  in  phrases,  is  always  writ- 
ten with  its  abbreviation,  the  stem  Vee.  It  cannot  be  written 
with  the  Vee-hook  without  danger  of  its  conflicting  with  have. 
Examples  :  —  Did  you  ever,  did  you  have,  I  ever,  I  have. 

947.  "Extent,"  joined  to  a  preceding  stem,  may  generally 
be  abbreviated  to  Stent.  Examples: — Certain  extent,,  verj 
great  extent. 


324  ART   OP  PHONOGRAPHY. 

948.  "Far." — The  usual  sign  tor  far,  in  phrases,  is  its  full 
stem  form,  Ef-Er;  but  occasionally  the  stem  Fer  is  used,  as 
being  more  convenient.  Examples:  —  As  far  as  they,  so  far  as, 
how  far. 

949.  "  Found  "  —  "  Find."—  Except  after  have,  found  should 
not  be  joined  to  a  preceding  stem-sign.  But  it  ma}'  be  joined 
after  a  breve-sign,  because  then  it  can  take  its  own  position, 
below  the  line"(816-).  Examples:  —  I  find  —  I  found,  we  find  — 
you  found,  I  have  found. 

950.  "From  —  To." —  When  from  is  followed  by  a  word  that 
is  repeated  with  only  the  preposition  to  intervening,  both  from 
and  to  may  be  omitted,  and  the  two  forms  of  the  repeated  word 
written  close  together  to  represent  the  entire  phrase.  Exam- 
ples :  — From  day  to  day,  from  hour  to  hour,  from  place  to  place, 
from  week  to  week. 

951.  Occasionally  the  forms  of  the  repeated  word  are  joined 
together.  Examples: — From  generation  to  generation,  from 
time  to  time. 

952.  "Give." — When  give  is  joined  to  a  preceding  stem,  it 
should  have  its  vowel  i  inserted.  Examples  :  —  Did  you  give, 
to  give. 

953.  "  Had,"  in  phrases,  may  always  be  written  with  the  stem 
Dee ;  but  after  pronouns  written  with  stem-signs,  it  is  allowable, 
though  not  always  advisable,  to  indicate  it  by  the  Shortening 
Principle.  Examples :  —  Had  they,  they  had,  had  we,  we  had, 
had  you,  you  had,  she  had. 

954.  "  Had  "  —  "  Do  "  —  "  Did."—  Bad  and  do  (both  written 
with  the  stem  Dee)  maybe  joined  freely  in  any  part  of  a  phrase; 
though,  if  any  conflict  should  arise,  do  should  be  disjoined 
rather  than  had.  But  did,  written  with  its  abbreviation  (Dee), 
should  never  be  joined  except  at  the  beginning  of  a  phrase,  or 
when  it  immediately  follows  a  breve-sign,  which  commences 
the  phrase.  But  if  written  with  the  stem  Ded,  did  may  be 
joined  to  a  preceding  stem  or  breve-sign.  Examples  :  —  Had  a, 
had  the,  what  had,  do  you  believe,  I  can  do,  it  will  not  do,  what 
do,  did  you  ever,  did  you  have  anything,  what  did  you,  they 
did,  where  did  you  go. 

955.  "Hadn't."— See  "Can'«." 

956.  "Has,"  is  written  the  same  as  as.  See  546  and  925  to 
927  inclusive,  and  the  examples  there  referred  to. 


PHRASEOGRAPHY.  325 

957.  "  Have,"  in  phrases,  is  written  as  follows : 
Initially  — 

a.  With  the  stem  Vee.  Examples :  — Have  seen,  have  there, 
have  another. 

b.  With  breve  Joid  or  Bold.  See  689  and  690.  For  examples, 
see  700. 

Finally  and  medially  — 

a.  With  the  Vee-hook.  For  examples,  see  nnder  388,  and  the 
following :  may  have,  they  have. 

b.  With  the  breve  Joid  or  Roid.     For  examples,  see  700. 

958.  "  Have  been  "  —  "  Have  been  there."— The  phrase 
hare  been,  after  curves,  is  generally  best  written  by  the  Vee- 
hook  with  the  En-curl  turned  inside.  But  have  been  there  should 
be  written,  in  such  eases,  by  the  Vee-hook  and  the  stem  Benthr. 
Examples: — May  have  been,  may  have  been  there,  they  have 
been,  they  have  been  there.  Some  phonographers  write  have 
been  after  straight  stems  also,  by  the  Vee-hook  with  the  En-curl 
turned  inside ;  and  then  add  there  by  lengthening  the  stem ;  — 
as  in  the  phi'ases  could  have  been,  could  have  been  there. 

959.  But  if  the  stem  Benthr  will  not  join  to  the  Vee-hook,  the 
hook  should  be  omitted  and  the  words  have  been  there  added  by 
the  stem  Venthr.  Examples  :  —  Shall  have  been,  shaU  have 
been  there,  should  have  been,  should  have  been  there. 

960.  "  Have  n't "  —  "  Have  not."—  See  690, 

961.  "He,"  "ffim,"  and  "How." — For  full  instructions  in 
regard  to  writing  the  words  he,  him,  and  how,  see  Lesson  LIX. 

962.  "He  com."--See  731  to  734.  Examples:  — He  com- 
bined, he  commenced,  he  compelled,  he  concluded,  he  commands, 
he  consumed,  he  contented,  he  contracted,  he  constructed,  he 
comforted.     See  under  734. 

963.  "He'll"- "I  11" -"She  11  "-"They'll" -"We 
'11"  —  "You'll." — These  contracted  forms  for  he  will,  I  will, 
etc..  maybe  marked,  when  necessary,  by  placing  the  apostrophe 
over  the  outlines  of  the  fuU  expressions  he  will,  I  will,  she  will, 
etc.  (936).  Examples:  — He  '11,  I  '11,  she  'U,  they'll,  we  'U, 
you  '11. 

964.  "Him."— See  961. 

965.  "His,"  in  phrases,  is  written  the  same  as  is,  which  see. 
For  examples,  see  under  549. 

966.  "How."— See  961. 


326  ART  OP   PHONOGRAPHY. 

967.  "I." — For  full  directions  in  regard  to  writing  the  pro> 
noun  I,  see  668  —  677.    For  examples,  see  696. 

968.  "I  believe." — In  making  this  outline  care  should  be 
taken  not  to  curve  the  stem  B.  It  should  be  distinctly  shaded, 
made  straight,  and  given  a  little  extra  slant,  in  order  to  prevent 
its  conflicting  with  /  think. 

969.  "I  com." —  See  731  —  734.  Examples  :  —  I  commenced, 
I  competed,  I  congratulate,  I  conjure,  I  contracted,  I  confessed, 
I  commend,  I  confronted,  I  concede.      (See  under  734). 

970.  "Ithink"— "Until."— See  "  Until"  a,nA.  ''I believe." 

971.  "I'll,"— See  "  HeUU' 

972.  "In,"  in  phrases,  is  generally  written  with  the  stem  En. 

973.  In  a  few  plirases  in  is  written  with  the  En-hook,  or  with 
the  En-curl  (both  final  and  initial).  Examples :  —  Bear  in  mmd, 
bearing  in  mind,  it  is  in,  in  some,  in  quest. 

974.  "Inga-n."— See707. 

975.  "  Ing  the."—  See  688. 

976.  "  Is,"  in  phrases,  is  generally  written  with  breve-s. 

977.  Sometimes  is  is  included  in  breve-sez  or  in  a  loop.  For 
examples,  see  under  546  —  549. 

978.  At  the  beginning  of  phrases  is  is  always  written  in 
the  third  position. 

979.  "It,"  in  phrases,  is  writlen  both  with  the  stem  Tee  and 
with  the  Shortening  Principle.     For  examples,  see  358  and  474. 

980.  "Its,"  in  phrases,  is  sometimes  written  with  the  Short- 
ening Principle  and  breve-s  combined.  Examples :  —  At  its,  on 
its,  of  its,  for  its,  among  its. 

981.  "  Lately  "  —  "  Little."  —  When  lately  is  joined  to  a  pre- 
ceding stem,  it  should  always  have  the  vowel  a  inserted,  to  dis- 
tinguish it  from  little.  The  writer  may  choose  between  joining 
lately  vocalized,  and  disjoining  and  writing  it  in  position  with- 
out vocalization.  Examples :  —  But  lately,  but  little,  very  lately, 
very  little. 

982.  "Less"— "Else."— See  "^?se"  — "im»" 

9.83.  "Mr." — The  abbreviation  Mr.  (mister),  when  joined  to 
another  outline,  should  follow  its  position.  Examples:  —  Mr. 
Smith,  Mr.  Chaii-man,  Mr.  President. 

984.  "  No "  and  "Any."  —  See  "  Any  and  No.» 

985.  ''No  other."— See  " Another"  — '^ Any  other"— ''No 
other." 


PHRASEOGRAPHY.  327 

986.  "Not,"  in  phrases,  is  written  as  follows: 
Initially  — 

By  the  stem  Neti.    Examples  :  —  Not  at  that  time,  not  the, 
not  to  my  knowledge. 
Finally  and  medially  — 

a.  By  the  stem  Net.  Examples: — Are  we  not,  has  it  not, 
that  is  not,  they  have  not. 

b.  By  the  En-hook  and  Shortening  Principle  combined.  For 
examples,  see  under  476. 

987.  In  case,  however,  the  writer  wishes  to  follow  not  with 
another  stem,  which  in  the  particular  instance  cannot  be  joined 
to  the  En-hook,  the  stem  Net  may  be  employed.  Examples:  — 
Shall  not,  shall  not  be,  should  not,  should  not  be. 

988.  "Not  necessary." — These  words  should  not  be  joined 
together  if  the  not  is  itself  connected  with  a  preceding  stem, 
because  they  would  then  be  liable  to  be  mistaken  for  the  out- 
line of  the  word  unnecessary.  Thus,  the  phrase  it  is  not  neces- 
sary, if  written  with  a  continuous  outline,  would  be  liable  to  be 
read  it  is  unnecessary. 

989.  But  the  words  not  necessary,  standing  by  themselves,  or 
beginning  a  phrase,  may,  of  course,  be  joined. 

990.  "  Of,"  in  phrases,  is  written  as  follows : 
Initially  — 

With  the  breve  Roid  or  Choid.     For  full  directions,  see  678- 
683.     For  examples,  see  first  three  lines  of  page  256. 
Medially  and  finally  — 

a.  With  the  breve  Roid  or  Choid.  For  examples,  see  second 
and  third  lines  of  page  256. 

b.  With  the  Vee-hook.  For  examples,  see  under  388,  and  the 
following:  daj'  of  the  date,  variety  of,  all  of,  know  of. 

991.  Medial  "  Of"  Omitted. —  In  a  few  phrases  the  sign  of 
medial  of  is  omitted,  the  outlines  of  the  words  between  which 
it  occurs  being  joined  together.  Examples  :  —  Bill  of  sale,  cause 
of  action,  causes  of  action,  in  point  of  fact,  point  of  view,  best 
of  my  recollection. 

992.  "  Of"  by  Proximity. —  Since  the  adoption  of  the  breve 
sign,  Roid  or  Choid.  for  of,  the  indication  of  this  word  by  prox- 
imity has  been  abandoned.  Still,  there  is  no  necessity  for 
writers  of  the  system,  who  have  long  been  accustomed  to  the 
use  of  proximity  for  of,  giving  it  up  in  their  own  practice. 


328  ART  OP  PHONOGRAPHY. 

993.  "  Of  com."  —  See  731-734.  Examples :  —  Of  command- 
ing, of  conduct,  of  conjecture,  of  considerable,  of  constant,  of 
consummate,  of  compensation,  of  conflict,  of  confusion.  (See 
under  734.) 

994.  "Of  the,"  standing  by  itself,  is  written  with  Roid- 
Choid ;  joined  to  other  outlines,  it  is  wiitten  with  either  Eoid- 
Choid  or  Choid-Roid,  according  to  which  form  makes  the  best 
joining.  Rarely  it  is  written  with  Vet.  For  examples,  see  first 
and  third  lines  of  page  256,  and  the  following :  one  of  the,  most 
of  the  time. 

995.  "  Of  the  "  by  Proximity. —  Many  phonographers  are  in 
the  habit  of  omitting  the  sign  for  of  the  altogether,  and  indicating 
the  phrase  by  writing  the  outline  of  the  next  following  word  close 
to  that  of  the  preceding  one ;  thus,  r°  loss  of  the  money.  The 
practice  is  not  a  safe  one,  especially  in  writing  technical  or  diffi- 
cult matter ;  but  it  is  well  to  be  possessed  of  the  expedient,  as 
it  is  sometimes  useful  in  very  rapid  work. 

996.  "  On  "  —  "  In."  —  Because  of  its  liability  to  conflict  with 
in,  on  is  never  joined  in  phrases  except  at  the  beginning,  where, 
of  course,  it  is  distinguished  by  its  position.  Examples:  — 
Which  were  on,  which  were  in. 

997.  "Once"  may  sometimes  be  written  with  the  Way-hook 
and  ens  circle  combined.     Example :  —  At  once. 

998.  '*  One,"  in  phrases,  is  written  as  follows: 
Initially  — 

By  the  stem  Wen2.  Examples:  —  One  after,  one  evening, 
one  side  of  the. 

Finally  and  medially  — 

a.  By  the  stem  Wen.  Example^ :  —  Any  one,  no  one  else,  on 
one  occasion. 

6.  By  the  Way -hook  and  En-hook  combined.  Examples :  — 
At  one  time,  which  one. 

c.  In  a  few  cases  only  —  all  of  which  are  to  be  learned  sepa- 
rately as  arbitraries  —  by  the  En-hook.  Examples:  —  Every 
one,  some  one. 

999.  If  it  were  made  a  general  rule  to  write  one  with  the  En- 
hook,  it  would  frequently  conflict  with  an. 

1000.  "One  or"  is  written  with  the  outline  Way-Ner.  Ex- 
amples :  —  One  or  both,  one  or  more,  one  or  two. 


PHRASEOGRAPHY.  329 

1001.  "  Or,"  in  phrases,  is  written  as  follows: 
Initially  — 

By  the  stem  Er.    Examples :  —  Or  the,  or  have  been,  or  some 
such,  or  you. 
Medially  — 

a.  By  either  Er  or  Ree,  according  to  which  is  most  conve- 
nient. Examples :  —  Day  or  two,  eight  or  ten,  four  or  five, 
greater  or  less,  had  or  not,  once  or  twice,  said  or  done,  true  or 
not. 

b.  When  two  numbers,  separated  by  or,  are  expressed  in  fig- 
ures, the  or  may  be  indicated  by  writing  the  figures  that  come 
after  it  above  the  line, —  that  is,  in  the  first  position.  Ex- 
amples :  —  Fifteen  or  twenty,  ten  or  twelve  or  thirteen. 

Finally  and  medially  — 

By  the  r-hook.  Examples: — At  or,  in  or  about,  on  or  be- 
fore, two  or  thi-ee. 

1002.  "  Other,"  in  phrases,  is  written  as  follows : 
Initially  — 

By  the  stem  DHrl.   Examples :  —  Other  than,  other  than  that. 
Finally  and  medially — 

a.  By  the  Ther-hook.    Examples: — Each  other,  such  other. 

b.  By  the  Lengthening  Principle.  Examples: — Any  other, 
from  all  other. 

1003.  "  Other  "—"  Their."  —  If  written  with  the  same  out- 
line and  in  the  same  position,  other  and  their  would  frequently 
conflict.  It  is  for  this  reason  that,  when  standing  alone,  or  be- 
ginning a  phrase,  other  is  written  in  a  different  position  from 
their.  But  when  joined  to  preceding  stems  that  mode  of  dis- 
tinction cannot,  of  course,  be  applied,  and  resort  must  be  had 
to  some  other. 

1004.  The  rule  for  the  distinguishing  of  these  words,  when 
joined  finally  and  medially,  is  as  follows : 

a.  The  Ther-hook  and  the  Lengthening  Principle,  without 
vocalization,  may  always  be  used  for  their. 

b.  They  may  also  be  used  for  other  in  connections  where 
their  never  or  seldom  is  used, —  as,  for  instance,  after  most  ad- 
jectives, and  nouns  and  pronouns  in  the  possessive  case. 

c.  In  cases  where  there  is  liability  of  conflict,  if  other  is 
written  either  with  the  stem  Dher,  or  with  the  Ther-hook  or 
Lengthening  Principle  or  detached  breve-ster,  the  sign  should 


330  ART  OF   PHONOGRAPHY. 

always  be  vocalized  with  the  short-vowel  u  of  other.    Examples : 
—  By  other,  of  other,  or  other,  as  other. 

1005.  "  Our,"  in  phrases,  is  written  as  foUows : 
Initially  — 

By  the  stem  Reel.    Examples :  —  Our  own,  our  own  business. 

Finally  and  medially  — 

a.  By  the  Er-hook.  Examples :  —  All  our,  among  our,  in 
our,  on  our  account. 

&.  Occasionally  by  the  stem  Ree.  Examples :  —  As  our,  or 
our,  words  of  our  text. 

1006.  "  Own,"  in  phrases,  is  written  as  follows : 
Initially  — 

By  the  stem  Enl.     Examples  :  —  Own  a.  own  the,  own  use. 

Finally  and  medially  — 

a.  By  the  En-hook  on  stems.  Examples: — From  your  own 
knowledge,  our  own,  their  own. 

6.  Occasionally  with  final  En-curl  after  circles  and  loops,  and 
with  the  En-curl  iu  final  hooks  (903).  Examples: — Its  own,  at 
their  own,  by  theif  own. 

1007.  "Own" — "Know." — Own,  in  phrases,  should  always 
be  vocalized  when  it  is  used  as  a  verb,  as  it  is  liable  to  conflict 
with  Icnow.    Examples:  —  Do  you  own,  do  you  know. 

1008.  But  when  it  is  used  as  an  adjective,  there  is  no  danger 
of  such  conflict,  and  it  need  not  be  vocalized.  Examples:  — 
For  his  own  account,  my  own  opinion. 

1009.  "Part,"  when  standing  alone,  is  written  with  the  ab- 
breviation Peel.  But  when  joined  to  a  preceding  stem,  it  is 
written  with  either  Pee  or  Pret,  according  to  which  makes  the 
easiest  junction.  Examples:  —  On  my  own  part,  on  my  part, 
take  part. 

1010.  "Remember"  is  generally  written  with  the  abbrevia- 
tion Er-Em ;  but  after  did  you  and  do  you  it  is  contracted  to  Em. 
Examples :  —  Did  you  remember,  how  do  you  remember. 

1011.  "Say" — "See." — The  word  see,  when  joined  as  the 
final  word  of  a  phrase,  should  always  be  vocalized,  to  distin- 
guish it  from  say,  which  need  never  be  vocalized.  Examples:  — 
Cannot  say,  cannot  see. 

In  the  middle  of  phrases,  however,  this  precaution  is  seldom 
required.     Example :  —  Did  you  see  me. 

1012.  "  Sessions,"   in  phrases,   is  sometimes  written  with 


PHRASEOGRAPHY.  331 

breve-s  and  the  Ishun-hook.     Examples: — Extra  session,  legis- 
lative session. 

1013.  The  plural  of  session,  so  written,  is  formed,  of  course, 
b\'  adding  breve-s  (807,  VII.).  Examples:  —  Court  of  Sessions, 
Court  of  General  Sessions. 

1014.  "ShaU"— "Should."— *S/<aH  maybe  joined  freely  in 
any  part  of  a  phrase.  But  should  is  never  joined  except  when 
it  commences  a  phrase,  or  when  it  immediately  follows  a  breve- 
sign  which  begins  the  phrase.  Examples:  —  Shall  a,  shall  the, 
I  shall,  we  shall ;  should  a,  should  go ;  he  should,  I  should. 

1015.  "Than,"  in  phrases,  is  written  as  follows: 
Initially  — 

By  the  stem  DHenl.     Examples:  —  Than  a,  than  it,  than 
otherwise,  than  the,  than  the  other. 
Finally  — 

a.  By  the  En-hook.  Examples :  —  Larger  than,  longer  than, 
other  than,  slower  than. 

b.  Occasionally  with  final  En-curl  after  circles  on  loops,  and 
the  En-curl  in  final  hooks  (903).  Examples  :  —  Less  than,  faster 
than,  rather  than. 

c.  Occasionally  with  the  stem  DHn.  Examples:  —  shorter 
than,  softer  than. 

1016.  "That,"  in  phrases,  is  written  as  follows: 

a.  The  abbreviation  DHi  is  used  only  when  that  begins  a 
phrase.  Examples :  —  That  day,  that  has,  that  have,  that  a-n, 
that  the,  that  it,  that  its,  that  there  is,  'that  therefore. 

h.  The  stem  DHt  is  used  always  when  that  is  joined  to  a  pre- 
ceding word.  Examples:  —  At  that,  can  that,  for  that,  about 
that,  after  that,  and  that,  without  that,  has  that,  that  that. 

1017.  After  an  Ess  or  Zee  stem  with  simple  termination, 
that  should  be  made  quite  short  and  thick,  and  with  a  sharp 
curve,  especially  at  the  point  of  junction.  Examples :  —  I  say  that, 
so  that,  was  that. 

1018.  "  The,"  in  phrases,  is  written  as  follows : 

a.  With  the  Shortening  Principle.  For  examples,  see  under 
474. 

h.  By  changing  a  preceding  breve-s  to  breve-est  (548).  For 
examples,  8?e  page  207  and  208. 

c.  With  the  breve  Choid  or  Roid.  For  full  directions,  see 
684-688.     For  examples,  see  pages  256  and  257. 


332  ART   OP  PHONOGRAPHY. 

1019.  "The  com."— See.  731-734.  Examples  :  — The  com- 
mandments, the  commerce,  the  complaint,  the  complainant, 
the  congressman,  the  contract,  the  complete,  the  consideration, 
the  contempt,  the  confidence.     (See  under  734.) 

1020.  "  The  other  "  is  the  only  phrase  in  which  the  word  the 
is  written  with  the  stem  DHee.  This  phrase-sign  may  be  joined 
with  safety  to  preceding  words.  Examples  :  —  Can  the  other, 
on  the  other,  as  long  as  the  other. 

1021.  "  Their,"  in  phrases,  is  written  the  same  as  there,  which 
see.  Examples :  —  Their  own,  all  their,  among  all  their,  at  their, 
become'of  their,  charge  of  their,  for  their,  sanction  their,  be- 
gin their. 

1022.  "  There,"  in  phrases,  is  written  as  follows  : 
Initially — 

By  the  stem  DHr2 ;  Examples :  —  There  are,  there  is,  there 
will,  there  would. 

Finally  and  medially  — 

a.  By  the  Lengthening  Principle.  Examples:  —  Although 
there  is,  any  one  there,  doing  there,  I  wish  there  was,  if  there 
be,  here  and  there,  down  there. 

b.  By  the  Ther-hook.  Examples:^  About  which  there,  be 
there,  could  there  be,  they  were  there,  where  there  has  been. 

e.  By  changing  a  preceding  breve-s  tobreve-ster.  Examples : 
—  Always  there,  any  one  else  there,  is  there,  since  there  is,  has 
there  been. 

1023.  "Therefore,"  in  phrases,  may  frequently  be  written 
with  some  one  of  the  short  methods  of  expressing  the  consonant- 
combination  thr — the  Ther-hook,  the  Lengthening  Principle,  or 
breve-ster  —  followed  by  either  the  stem  Ef  or  the  stem.  Fer, 
according  to  which  makes  the  best  junction.  Examples:  — 
Had  therefore,  it  is  therefore,  is  therefore,  it  therefore,  I  am 
therefore,  shall  therefore. 

1024.  "  They  are." — The  phrase  they  are  is  written  as  fol- 
lows: 

Initially  — 

By  the  stem  DHr2.  Examples :  —  They  are  able  to,  they  are 
not,  they  are  said,  they  are  there. 

Finally  and  medially  — 

a.  By  the  Lengthening  Principle.  Examples :  —  If  they  are, 
that  they  are,  think  they  are. 


PHRASEOGRAPHY.  333 

b.  By  the  Ther-hook.  Examples :  —  For  which  they  are, 
where  they  are. 

c.  By  changing  a  preceding  breve-s  to  breve-ster.  Examples : 
—  And  as  they  are,  as  long  as  they  are,  I  suppose  they  are. 

1025.  Oaution. — While  all  of  these  brief  modes  of  writing 
they  are,  finally  and  medially,  in  phrases,  are  given,  and  al- 
though they  are  of  great  assistance  in  %'ery  rapid  work,  yet, 
if  the  repoi'ter  does  not  happen  to  be  pushed  for  speed;  or  if 
he  is  liable,  without  warning,  to  be  frequently  eaUed  upon  to 
read  his  notes  publicly,  he  had  better  bisect  the  phrase-signs, 
and  write  they  are  with  the  stem  DHr,  as  being  more  certain  in 
its  legibility. 

1026.  "Time"  —  "Autumn." — The  word  time,  standing 
alone,  should  always  be  written  with  its  abbreviation  (Eml),  to 
prevent  conflict  with  autumn  (Tl-M).  But  in  phrases,  following 
other  stems,  titne  is  generally  written  in  full  either  with  the 
stems  Tee  and  Em,  or  with  t  indicated  by  halving  and  the  stem 
Em.  Examples  :  —  Any  other  time,  long  time,  this  time  ;  some 
time,  day  time. 

1027.  After  a  stem  that  is  halved  to  add  the,  time  is  added 
either  by  the  abbreviation,  M,  or  by  the  full  outline,  according 
to  which  makes  the  best  junction.  Examples :  —  During  the 
time,  at  the  time,  in  the  time. 

1028.  "  To"  or  "Too,"  in  phrases,  is  written  or  indicated  as 
follows : 

Initially  — 

a.  By  the  stem  Tee.  Examples  :  —  To  a,  to  have,  to  my  re- 
collection, to  the,  to  their. 

b.  By  omitting  the  to  and  dropping  the  outline  of  the  suc- 
ceeding word  to  the  Fourth  Position  —  that  is,  writing  it  one 
half  the  length  of  a  Tee  below  the  third  position  of  the  same 
outline.  Examples  :  —  To  be,  to  it,  to  make,  to  reply,  too  much, 
to  our,  to  use. 

Finally  and  medially  — 

a.  By  the  stem  Tee.  Examples :  —  Take  to,  not  to  my  know- 
ledge, ought  to  have  been,  seems  to  have. 

b.  By  halving  the  stem  of  the  preceding  word.  Examples:  — 
Able  to,  honor  to  be,  I  decline  to  say,  mean  to,  so  to  speak. 

c.  By  changing  the  preceding  breve-s  to  breve-est.  Ex- 
amples :  —  As  to,  that  is  to  say. 


334  ART  OF   PHONOGRAPHY. 

1029.  Caution  as  to  "Fourth  Position."— No  words  of 
the  third  position,  whose  outline  consists  wholly  of  horizontals, 
or  of  shortened  stems  of  any  kind,  should  be  written  in  the 
Fourth  Position  to  indicate  a  preceding  to  or  too  ;  and,  as  a  rule, 
every  similar  outline  of  words,  even  of  the  first  or  second  posi- 
tion, when  so  wiitten,  should  be  vocalized.  Examples :  —  To 
go,  to  nature,  to  get,  too  bright. 

1030.  Phrases  ending  with  "To."— Sentences  ending  with 
the  sign  of  the  infinitive,  though  common  in  conversation  and 
in  extemporaneous  speaking,  are  not,  according  to  the  strict 
rules  of  grammar,  entirely  correct,  in  that  there  is  an  omission 
of  the  verb.  When  in  such  cases  the  to  is  written  with  the 
stem  Tee,  it  should  be  vocalized  with  do,  to  prevent  its  being 
mistaken  for  it.    Examples  :  — I  want  to — I  want  it. 

1031.  "  Until "  —  "  I  think."—  Until  should  always  be  writ- 
ten with  a  decided  backward  slant  to  the  stem  El,  to  prevent 
its  conflicting  with  I  thinl\    Example  :  —  Until  there  is. 

1032.  "  Us,"  in  phrases,  is  written  as  follows  : 

a.  After  any  breve-sign,  with  breve-s.  Examples :  —  Of  us, 
without  us,  with  us. 

b.  After  any  stem-sign,  with  st«m  Ess.  Examples :  — Against 
us,  among  us. 

Exceptions:  —  The  word  tis,  if  written  regularly  with  breve-s, 
would  be  liable  to  conflict  with  the  termination  of  the  third  per- 
son singular  of  regular  verbs.  And  yet,  in  several  stem-sign 
phrases,  especially  after  prepositions,  us  may  safely  be  written 
with  breve-s.  Examples  :  —  Let  us,  from  us,  in  us,  before  us, 
among  us. 

1033.  "Was,"  in  phrases,  is  written  as  follows: 
Initially  — 

By  the  stem  Zee.  Examples  :  —  Was  a,  was  an,  was  another, 
was  he,  was  said,  was  the,  was  there. 

Finally  and  medially  — 

a.  By  the  stem  Zee.  Examples:  —  Always  was,  he  was,  I 
was,  nothing  was  said,  that  was. 

6.  By  the  initial  Way-hook  in  combination  with  a  final 
breve-z.    Examples:  —  It  was,  where  was  your. 

1034.  "  Was  not,"  standing  alone  or  beginning  a  phrase,  is 
written  with  Zeei-Net,  because  Zenti,  in  rapid  writing,  would 
conflict  with  had  not  (Denti). 


PHRASEOGRAPHY.  335 

1035.  But  when  was  not  is  joined  to  a  preceding  outline,  with 
which  it  forms  a  distinct  angle,  Zent  may  be  used.  Example :  — 
I  was  not, 

lo?6.  "Was  there."— When  was  there  (Zeether)  is  added  to 
the  stem  Hay,  it  should  be  extended  down  quite  low,  so  that  it 
will  noi  conflict  with  simple  was.  Examples :  —  He  was,  he  was 
there. 

1037.  "We,"  in  phrases,  is  written  as  explained  at  754-758. 
For  examples,  see  page  273,  lines  7  to  10. 

1038.  The  stem-sign  for  we  is  generally  used  in  phrases  in 
which  it  makes  a  better  junction  than  the  breve.  Examples : — 
We  believe,  such  as  we  were,  such  as  we  have. 

1039.  We  is  also  sometimes  written  with  the  Way-hook.  Ex- 
amples:—  But  we,  can  we,  do  we,  ought  we,  where  we.  But 
the  writer  has  the  option  of  writing  we  in  such  phrases  with  the 
breve-sign. 

1040.  "  Well." —  Standing  alone,  or  at  the  beginning  of  a 
phrase,  tcell  is  written  with  the  stem  Weel ;  but  in  the  middle  or 
at  the  end  of  phrases,  it  is  frequently  written  with  the  abbrevia- 
tion Lee  or  El.  Examples :  —  Well  done,  well  known,  as  well 
as,  it  is  well  known,  just  as  well  as,  may  as  well. 

1041.  "Were." — Written  with  its  abbreviation,  Ree,  were 
may  be  joined  in  any  part  of  a  phrase.  Examples:  —  Were  a, 
were  the,  wore  they,  such  were,  then  there  were,  there  were, 
they  were  not,  what  were  you,  where  were  they,  which  were. 
See  924. 

1042.  "Will,"  in  phrases,  is  written  as  follows: 
Initially  — 

By  the  stem  Lee3.    Examples :  —  Will  be,  will  have,  will  there 
not  be,  will  you  look. 
Finally  and  medially — 

a.  By  the  1-hook.  Examples :  —  It  will  be,  where  will,  that 
will. 

b.  Occasionally  by  the  stem  Lee.  Examples:  —  As  far  as 
wiU,  there  will  be. 

See  850. 

1043.  "  Would,"  in  phrases,  is  written  as  explained  at  750- 
753.     For  examples,  see  page  273,  lines  3  to  6. 

1044.  "You"  and  "Your,"  in  phrases,  are  written  as  ex- 
plained at  760-763.    For  examples,  see  772  and  page  274. 


336 


ART  OF  PHONOGRAPHY, 


A. 
Ableto..^ ... 

about  that v.. 

about  which  there 
above  all ...  N--. 
after  all  _.S^... 
after  business  hours 


c? 


n 


r 


n 

r    , 


after  me 

again  and  again 

against  us 

all  directions 

all  of 

all  our 

all  right 

all  such 

all  the 

all  their 

alter  an 

although  there  is^..C(.. 

always  there 

always  was  \ 

among  all  their... ^ 

among  its     ■^ 

among  our    <;» • 

among  us   ^— ^    o"- 

an  alarming    . 

an  emergency , 


r 

I  is 


vrTTN^. 


LIST  OF  PHRASES. 

"  an  important    .^TT^. 
and  as  there  has . .  rf . 
and  as  they  are  ..... 
and  that  ...^.- 
and  this  - -^-- 

and  yet    C^. 

another  affair  . 
another  day 
another  point 

any  other   

any  other  time 
any  part  of  their 
any  statement 

anyone        

anyone  else  there 
anyone  there 
anything  about 
anything  else 
anything  less 
are  a  ..... . 

are  all     '^ 
are  we  not   ^       « 
as  a  matter  of  fact 
as  early  as  !\S\^. 
asfaras     .C^... 
as  far  as  they    . .  Sf 


^-e^ 


cy> 


far  as  will  , . 


PHRASEOGRAPHY. 


337 


as  good  as 

as  great  as . .  or". 

as  if  . .  ^. . 

as  lately  as  . .  ^. . . 

as  little  as  .  .J^. 

as  long  as  ...?rrT. 

as  long  as  the  other  . .  TTT. 

as  long  as  they  are 


as  other . 
as  our  .. 


^ 


as  soon  as 


O-P 


as  we  .  .TN 

as  well  as..  6_. 

as  you.. ^. 

ask  you  . .  777y.. 

p 
at  all  events  ..k^.. 

at  all  times    i    ^~* 

at  another  .J.. 


at  its  . 
at  once 


at  one  time  . . 
at  or  . . .'. . 
at  some  time 
at  that..   C 


at  the  same  time  ... 

at  the  time 

at  their       .X.. 


at  their  own  .  y. . 
at  your '.   or     ^ 


Atlantic  Ocean 


V^ 


v^ 


X 


B. 

Baptist  Church  ..^.. 

be  there  ..\.. 

bear  in  mind 

bearing  in  mind 

because  they  are  . . 

become  of  their     \ 

been  the  --... 

been  there 

before  and  after 

before  another 

before  any  other    v 

before  no  other 

before  or  after 

before  us        >» 

began  an 

begin  their     _^ 

best  of  my  recollection. 

best  of  your  recollection 

best  recollection     X'^ 

better  and  {or  than)  ..jO. 

between  the    ....- 

J 
bill  of  exchange 


bill  of  particulars  .'^ 
bill  of  sale   J^    or   -- 


aa 


338 


ART  OF  PHONOGRAPHY. 


but  lately  .  \/7.o^  .  \  rC. 

but  little      V^ 

but  we      \    or   ^ 

by  and  by    -.^-- 

by  its  "^ 

V 

by  other         ^ 

by  that       C 
by  the  by  '^ 
by  their  own       ^ 
by  your        ^  or 
C. 
Can  be  seen  "rrv  -  - 
can  that 

can  the  other  .  .~~7. . . . 
can  there  be     \ 
can  this      .777... 
can  we  or      ^ 

can  you   ^      °r 
can  you  tell         I 
cannot  say       ) 
cannot  see   ..TT^... 
cant      > 

cause  of  action    

causes  of  action  

certain  extent . . .  oOr-tf . . . 
charge  of  anything     r>T-r>r^ 
charge  of  their ...  o... 
circumstances  of  the  case..cr:f 


-V 


V 


common  law    . Jtr. 

Constitution  of  the  U.  S.  .. 

could  have  been    

could  have  been  there 
could  there  be 

couldnt  ^ 

Court  of  General  Sessions . 
Court  of  Sessions     c^ 

cross  and   

B. 
Danger  of  ...U... 
day  after  day .  -.I.  .. 
day  of  the  ...I'-..  1 
day  of  the  date     t| 
day  or  two    V\ 
day  time  .--U-^s.., 
days  afterward        b 
dear  sir  ...l... 
defendant's  counsel.,  dr-7?.. 
depend  upon  their... 
did  you  ever   -  JJ--- 
did  you  give   H 
did  you  have  0 

did  you  have  anything  'T^,^ 
did  you  remember    0^.,^ 
did  yon  see  me    0 
didn't  .  >-^ 

do  we      '-1.  OT.,  ^1... 


PHRASEOGRAPHY. 


339 


do  you  believe . .  J . . . 
do  you  belong  J 

do  you  ever  I 

do  you  have        I 
do  you  know  l^_^ 

do  you  mean  to  be         U^ 
do  you  own  Ij^ 

do  you  recollect  V^ 

do  you  remember       I-— >- 
does  not     ...  L/. . . 
doing  there 
don't    ...  J,... 

down  there  J. 

during  that  time, 
during  the  time 


t 


-u. 


E. 
Each  other    ..../.... 
Eastern  States     " 
eight  or  ten .. .  KJ . . 
eternal  life  -  c^--.--- 
everyone      ...Vi... 
extra  session   _. .  U. . . 

F. 


False  and  . .  .^. 
fast  or  slow 


faster  and 


faster  than    ...S?. 
fellow  citizens    --M>— - 


fifteen  or  twenty. .  /S". 

first  time    . .  S-^s — . . . . 

five  or  six    ..Vr  . . .  . 

for  ever  and  ever  ■ 

for  his  own  account 

for  instance  . .  .Vj?  . . . 

for  its      C^ 

for  that     V_ 

for  the  purpose  ...<-v^^. . 

for  the  sake  of  the       ^^^-a 

for  their  . .  .V   . . 

for  which  they  are 

four  or  five  ->-^- >"> 

from  all  other  .fr...?^ 

from  day  to  day.. .11... 

from  generation  to  generation,,  u.. 

from  hour  to  hour    .  .\  }. . 

from  place  to  place  . .  .W. . . 

from  time  to  time    

from  us        

from  week  to  week 

from  your  own  knowledge...  ^y.. 
fuss  and  ..S~et... 


)7 


G. 


Good  deal 


great  number  of  .'. .  e-*\,- 

great  while  ago 
greater  or  less' 


340 


ART  OF      PHONOGRAPHY. 


H. 


Had  a 

had  been  done 


had  or  not 


[ 


had  the 

had  there  been        ^ 

had  therefore         \;J_ 

had  they 

had  we 

J 


'       or      c 


^... 


had  you 

hadn't 

half  an  hour     ..':^... 

has  it  not        

e 

has  that  .... 

has  there  been   .rf.^.. 

have  another     . .  .\w=> 

have  seen  — ' 

have  there 
he  can 
he  could 
he  should 
he  stated 
he  was    . . 
he  was  there 
he'll  ...r... 
here  and  there 
honor  to  be    .r7!\ 
hour  after  hour 


■A- 


1 


"h 


^^ 


House  of  Representatives  .'T~^  .V. 
Houses  of  Congress     ."TP  . . . 
how  do  you  remember  . . .  V—^  .. . 
how  long  have  you 

/. 
I  am  therefore     . . 

I  can        

1  can  do  I 

I  oould         — 
I  decline  to  say 

lever   ,.\ . 

'I  find       ..'^f 
I  found 
I  have       .."... 

I  have  another     

I  have  found      ..^r'.. 
I  have  not 

I'll    ...'.. 

I  mean  to  be 

I  might  not    

I  say  that      )... 

I  shall     ...-<.. 

I  should         .  .A.. 

I  should  not        ..... 

I  should  not  be       ..J... 

I  stated     .,P\...      ^^ 

I  suppose  they  are    ..?^... 

I  want  it     .  .J?.. 


<o 


\ 


PHRASEOGRAPHY. 


341 


I  want  to  .  - .  p . 

s 

I  was     -f 

I  was  not    ...... 

I  will  not     

I  wish  there  was 

if  there  be . 

if  they  are 

in  another  manner 

in  any  case 

in  consequence   v,_ja 

in  consideration .  V 

in  full        ..^^.  or  ..(V.. 

in  its 

in  March 

in  or  about 

in  order  that 

in  other  words 

in  our      ^^^^ 

in  point  of  fact 

in  quest 

in  reference 

in  regard 

in  relation 

in  separating  .  .^ 

in  some    ...'aCTN... 
in  the  time 
in  the  world 
in  us     ^      ) 


^7 


.~-u 


m  your  opimoQ    -  ■s;_xx 
instead  of  the  .  ."^Tv. . . 


insurance  company 
is  it  not 
is  that 
is  there 


<!^ 

..^.. 


•re  I  . 


1^ 


is  therefore     

it  has  been. ..J... 
it  has  not  been      I 
it  is  an        I 
it  is  in      I 
it  is  said 

it  is  therefore  I  . . .  k. . . 
it  is  well  known 
it  therefore        I 

it  was   ...  p 

it  will  be 
it  will  not  do 
its  own     I     or 


i 


J. 

Just  as  ...  p.... 

just  as  much  as     Cry 

just  as  well  as     /X) 

K. 
Kingdom  of  Christ .  .^ 
Kingdom  of  Heaven 
know  of . .  >JI^.. . 
known  an  . .  >^.^ . . 


342 


ART  OF  PHONOGRAPHY. 


L. 
7 

Larger  than...K. 

legislative  session..  C.t/. 
less  and....^. .. 
less  than    I 
let  an  . . .  /^. . 
let  us      /^ 

life  estate ^. . . 

little  else...^/^. 
little  less 
little  while  after 
long  after, 
long  time 

longer  than 

lose  an.../^-. 

M. 


May  as  well..  <^... 
may  have      ^"^ 
may  have  been      ^^ 
may  have  been  there 

mean  to    

mean  to  be  understood 
Methodist  Church 
more  and  more 
more  than      <=■"=» 
more  than  any 
most  likely, 
most  of  the  time 


:n 


^^ 


Mr.  Chairman r7~=>. . 

Mr.  President   .'TTTSp... 
Mr.  Smith    ..<~?f~>.. 

much  more /—^ . . . 

much  more  than       /—^ 
must  be . .  -<T?\^^ . . 
must  have     ^'^ 
must  have  been      ^^-k> 
must  have  been  there 
must  not      ^—(y^ 
my  dear  sir  "^^^^T^  " 
ray  own  opinion 

JV. 
New  York  City.  !p^.. 
New  York  State       ^ 
nine  or  ten  ..^rrf^  r.. 
no  change . . 
no  one  else 
no,  sir    ^^ 
Northern  States 
not  at  that  time 

not  the  

not  to  my  knowledge 
nothing  else  ... L— < . . 
nothing  less  V^ 

nothing  was  said  ^— A 

notwithstanding  the  fact    I    .3^ 
now  and  then t... 


if 


PHRASEOGRAPHT. 


343 


Ofit.-V.. 

©fits      ^ 

of  other.  >C 

of  that  ..^... 

of  their      >*^ 

of  us...  ^... 

on  another  occasion 

on  its 

on  my  own  part 

on  my  part 

on  one  occasion         ^-^ 

on  or  before  v 

on  oar  account 

on  the  contrary      v 

on  the  date 

on  the  day         I 

on  the  other        i 

on  this  ■■^~^-  - 

v^_s       — ^ 

on  us  or  / 

once  in  a  while  --T^^_5^ 

once  or  twice    ~~X^ 
one  after         ^    t 
one  evening  "^ 
one  of  the     ^^ 
one  or  both 
one  or  more 
one  or  two 


one  side  of  the  .  .Ti. 

or  as  ...  <l- 

or  have  been    "^ 

or  not 

or  other  ....^... 

or  otr         ^^ 

or  some  such     °y 

or  something  like  that 

or  the  ^  OT    ^ 

or  you-r      " 

P 
other  than  ..y... 

other  than  that     \ 

ought  to  have  -X",         . 

ought  to  have  been    v  or   Lv 


Kl 


ought  we or . 

our  own _ 

our  own  business  ^    >i_p 
out  of  town  ....!^...- 
over  and  above . 

own  a-n  

own  the 
own  use         fc 

P. 
Pacific  Ocean, 
part  of  a 
part  of  the 
party  of  the  first  part    -X^j^  • 
party  of  the  second  part    °"C^ 


V 


\j 


344 


ART  OF  PHONOGRAPHY. 


peculiar  00*068  of  the  case, 
per  annum  ..\/^^TT7!^ 
per  cent.   \/ 
personal  estate . .  %<»  -  - .  - 
place  of  business  . .  >«. . . . 
plaintiff's  counsel.  Vt^-. 
point  of  view  . .  ^. . 
police  court  ..\j^r.. 
Postmaster-General  ...<o^::i. 
postage-stamp     ^p... 


^ 


postal  card  . ^-^.... 
Presbyterian  Church  .^o. 


President  of  the  U.  S.  .'^ 


prima  facie  case 
pro  rata  .  y\/\ . . . 


promissory  note 

Q. 

Quite  certain     . . 


VV^ 


quite  sure  they  are  ) 

quo  warranto. .  C    <r^. . . 

R.  r 

Rather  than   

read  the  second  time 
read  the  third  time 
real  estate     -  -^^-  - 
re-cross  examination 
re-direct  examination 
res  gestae    -^ 


res  judicata- ■^■.. 
right  and  wrong     .' 


:^ 


right  or  wrong 

Roman  Catholic  Church 

S. 

Said  and  done     ...S... 

said  or  done    l/j 

sanction  their 

Saturday  afternoon 

season  of  the  year 

Secretary  of  State  . .  erf. .  y 

Secretary  of  War       <r^ 

seems  to  be      _ -,.^- . 

seems  to  have 

set  forth..  ^1...       1 

shall  a    ...\... 

shall  do      r 

I  I 

shall  have  been 
shall  have  been  there 
shall  not  ... 
shall  not  be      ""^ 
shall  the   -^  or 
shall  therefore 
she  had  ...-  or     j 
she  is  an      c^ 
she  '11      n 
short  and  clear 
short  time    ^.^ 


c 


J 


PHRASEOGRAPHY. 


345 


shorter  thatt.._,-f.. 
should  a.. ^.V. 
should  go      ) 
should  have  been         i 
should  have  been  there 
should  not 


"J' 


L 


should  not  be 
shouldn't 
since  there  is 


..^.. 


since  they  are 

six  or  eight 

six  or  seven  P 

slower  than . .  ^T?^. . 

so  far  as..  J... 

so  long  ago      4_^,— 

so  that      ) 

so  to  speak       ,^ 

softer  than  />>, . . . 

some  one . . .  o":*. . .    . 

some  time      <tv — n 

some  way      o — ^ 

Southern  States 

stand  still -^.. 

state  of  facts  --  h^.. 

State  of  New  York 

such  another 

such  as     6 

such  as  we  have      <^ 


V 


w 


such  as  we  were  . .  <?V>^-- 

such  other    (/ 

such  were    /^ 

sum  and  substance  . . 

Sunday  school 

surrounding  circumstances  ?^^^.. 

T. 
Take  care  of.  L_c-r?-. 

take  occasion  I iD 

take  part    I f\ 

take  to     I 

take  your  own 
takes  occasion 

tell  him  ..  L 

tell  how  long     L — -..^ 

tell  me     U^s 

ten  or  twelve  or  thirteen  /? 

t«n  thousand  dollars. 

than  a   ...Y. .. 

than  it  ..9... 

than  otherwise 

than  the.f.oT.( 

than  the  other 

than  their        I 

than  there  are 

thank  the    ...>. 

thank  you      ^ 

tbata-n     ,..r.. 


7Z,  1i 


^ 


346 


ART  OF   PHONOGRAPHY. 


that  and..*... 
that  day      \ 
that  had    ) 
that  has        ^ 
that  has  ever  been 
that  have    ^ 


e 


that 
that 
that 


is  all 
is  an 
is  not 


that  is  the 

that 

that 


IS  to  say 


that  it  has  not     ^ 

that  its     ^ 

that  that      C 

that  the    ^  o>-      > 

that  there  is .  .v>. . . 

that  therefore   - .  V  -  - 

that  they  areA... 

that  was    \ 

^       ( 
that  was  all      V- 

c 

that  will      *- 
that  will  be      v. 
their  own  ...C... 
then  there  were . . 
there  are .  -L^. . . 
there  have  been     v> 
there  is     \> 


C-- 


there  is  no  . .  (q^^-.  . . . 

there  the.  C  or   (^ 

there  were   C/ 

there  will     v 

there  will  be    (/\ 

there  would      \ 

there  you      vi 

they  are  . .  V . . 

they  are  able  to    t 

they  are  not     C 

they  are  said       C, 

they  are  there  f 

they  did      C 

they  had    ( 

they  have      C 

they  have  been    v) 

they  have  been  there    (/S. 

they  have  not      (j^ 

they  were  not     C^ 

they  were  there     v/^ 

they  '11      C 

think  there  is  no. .  / . 

think  they  are   /    x_^ 

this  afternoon 

this  date    / 


this  day         < 

this  evening  I 
this  morning 


e 


t— ^_x 


PHEASEOGRAPHY. 


347 


^ 


this  speech.. 

this  time  /     , 

those  are    'O.ti^^... 

those  circumstances 

three  or  four. 

toa..J... 

to  a  certain  extent 

to  all    p 

to  all  intents 

to  an   J    or    I 

to  be 

\ 

to  get     

to  give..  1... 

togo   

to  have    .'.  .1... 

to  it  . 

to  make 


c^ 


<Kf 


■jip' 


to  my  recollection    i       O 

to  nature _. 

to  our      • 

to  reply 
to  sell 


to  the  .-    or  .1.. 
to  the  end    i 
to  the  time 
to  their      I 
to  use 


L— N 


to'yourself         f^" 


too  bright   

too  much   .,;..._ 

'7  • 

took  charge  of  their..] 


true  bill  .A... 


/tT 


:r^ 


/ 

true  or  not^.^,/^. 
twelve  or  fifteen   1Z 
two  or  three    <\  . 

(v. 

Under  a  . : ^ ... 

under  the  circumstances 
U.  8.  of  America. ^->/^^ 
U.  8.  Senate  6^ 

U.S.  Senator  C " 

unless  there  is  ..*^^S?. . 
unless  they  are    Q^ 
until  there  is . .>r. . 
up  and  down  . .  .\. .. 
up  or  down  \/J 
up  to  the  time      \ 
upon  the  part  of  the  \j 
upon  the  subject  of     \^ 

F. 
Variety  of  .Vrr  .k 
very  great  extent .  Virf. . . 
very  lately  vvr     or    V./T:.,. 
very  little    Kj"^ 
very  seldom    v^^ 
very  shortly  after    v.^/-''\ 


348 


ART   OF  PHONOGRAPHY. 


Tery  8tire..K^... 
very  well         vl  ^ 
W. 
Wasa.J... 


X 


was  an    '' 
was  another, 
was  he    r 

was  he  not 
was  he  there 

*    >         ) 

was  it . . .   «r    ( 

V 

was  or  not  ^ 
was  or  was  not    ^ 
was  said     "i 
was  that       C 

.1,     >         ) 

was  the ...  or    •^ 

was  there...  /..  . 

was  there  anybody    '. 

was  there  anyone    '-<—>; 
was  there  anything  said 
Ways  and  Means.. T^rra. 
we  are  .  ."=x . . . 
we  are  ready   '^'\/] 
we  believe 


^—-^ 


we  find 
we  had . 


1. 


\ 


we  have  ..TN... 
we  regard  . .  ^ 
we  regret . .  ><v]^ 


J 


we  shall 
we  will ...  /J", 
we'll    ^ 
week  after  . . . 


week  after  week 


week  or  ten  days  .  -^    y] 
well  done  . .  6  J  . .  t 

well  known   0 
were  a  ..^^... 

were  it  

were  it  not    

were  the..^.., 

were  they    /( 

were  you  aware  ..^<^... 

what  are  you  . .  /^. . 

what  did  you.. v. 

what  do.  I 

what  had..'... 
what  of  it . .  . 
what  of  that  .>... 

what  of  the 

what  were  you  

where  did  you  go     ^f^^k__ 
where  the . .  yf^. . 
where  there  has  been 
where  they  are      /^ 
where  was  . . .  C^. 
where  was  a     C^ 


^ 


PHRASEOGRAPHY. 


349 


where  waa  it . .  C^. 

where  was  the      O^m  (y^ 

where  was  their      6^ 

where  was  your     O^  ox  C^ 

where  we     C^  or   ^ 

where  were  they      y^  ^ 

where  were  you      ^^ 

where  will     ey 

whether  or  not   .  TTN. . . 

whether  you  are~^ 

which  are  likely   .( .  kTTT! 

which  one..</... 

which  were    /^ 

which  were  in    /^' 

\yhich  were  on    ^   ""^ 

which  wiU  not  iP 

which  you  have     u 

why  is  it  ...A.. 

why  it  is 

why  the        ov      ^ 

will  be-Y^^.. 

will  have    r") 

will  the   ....   or.yrr:'. 

will  there  not  be 

will  you  look 

with  all  that..  A.. 

with  all  the  ....  or  O 

with  reference .  Cy.. 


with  regard.  C^^. 
with  relation  ( -p 
with  respect   /X 

with  us  

without  that  ..*:.. 

without  us 

witness-stand 


words  of  our  text . .  •yl   - 


Year  after  yearvT^. 
year  and  a  half  i . .  >r. . . 
year  or  two  ^^     ^ 
years  and  years    j^ 
years  of  age  /^  ^ 
years  old       ^r- 
yes  or  no   .. .  C<C^ 
yes,  sir  O  or     C^ 
yet  there  is  no.y^. 

you  could   or  -„^ 

you  found 

you  had  ....  or  ..!. 
you  have../fr. 

you  knew 

you  must  satisfy  . 
you  should  ..^^... 
you'll..^, 
your  Honor . .  frr. . 
your  own .  ><r. . 


"t- 


350  ART   OF  PHONOGRAPHY. 

CERTAIN     OUTLINES     SPECIALLY     DISTIN- 
GUISHED. 

1045.  Nothwithstanding  the  usually  quite  adequate  distinc- 
tion of  outline  which,  in  a  natural  way,  so  generally  exists  be- 
tween the  various  word  and  phrase  forms  of  unvocalized  pho- 
nography, when  they  are  merely  written  in  the  ordinary  manner, 
that  ia,  in  accordance  with  the  regular  rules  of  the  system, 
there  are,  nevertheless,  certain  words  and  phrases  which  from 
experience  it  has  been  found  necessary,  in  reporting  practice, 
to  distinguish  by  some  further  and  special  means,  in  order  that 
they  may  not  conflict  and  cause  confusion  and  illegibility.  The 
different  ways  in  which  such  special  distinction  has  been  secured 
are  the  following : 

I.  When  the  words  (or  phrases)  contain  the  same  or  cognate 
consonant-sounds,  and  outlines  of  dissimilar  appearance,  but 
of  like  or  identical  significance,  are  attainable, —  by  assigning 
such  outlines  to  the  different  conflicting  words  of  the  particular 
pair  or  group,  in  such  a  way  as  to  best  secure  the  desired  result 
of  distinction.  In  making  such  assignment,  due  regard  has 
been  had  to  the  requirements  of  speed  of  writing.  Everything 
else  being  equal,  the  briefest  forms  have  been  given  to  the 
shortest  or  to  the  most  frequently  recurring  words;  and  when 
possible  the  assignment  of  outlines  has  been  done  in  a  syste- 
matic way.  Examples:  —  Abandoned  —  abundant,  adverse  — 
diverse,  operation  —  portion,  auditor  —  doubter,  com — grain, 
garden  —  guardian,  marked  —  market,  ministry  —  monastery,  al- 
titude—  latitude,  Mrs. — misses,  broad  —  bright,  inevitable  — 
unavoidable,  persecute  —  prosecute,  ashore  —  shore,  birth  — 
breath,  capitol  —  capital,  caustic  —  exotic,  concussion  —  connec- 
tion, decease — disease,  diffract — deflect,  princess  —  princes, 
purpose  —  propose,  burned  —  burnt,  petrify  —  putrefy,  garnet  — 
granite,  flowed  —  float,  Charleston  —  Charlestown,  distxirb  —  dis- 
tribute, scorch — scratch,  defer  —  defray. 

n.  When  the  words  (or  phrases)  do  not  contain  similar  con- 
sonant-sounds, but  their  outlines,  if  written  regularly,  would 
too  closely  resemble  each  other  for  safety  in  writing, —  by  arbi- 
trarily giving  to  one  of  them  either  (a)  a  full  outline  different  in 
form  from  what  it  would  naturally  be,  or  else  (6)  an  abbreviated 


OUTLINES  SPECIALLY  DISTINGXHSHED.  351 

sign,  to  represent  it.     Examples :  —  Account  —  amount,  at  least 

—  atlast,  consign  —  sign,  minute — month,  plaster  —  blast,  pure 

—  poor,  possible — passable,  bags  —  boxes,  heavy — active, 
knowledge  —  analogy,  woman  —  women,  bank-note  —bank-ac- 
count, captain  —  cabin,  January  —  June. 

III.  When  it  is  not  practicable  to  give  different  forms  to  the 
outlines  of  the  conflicting  words  (or  phrases), —  by  either  (o) 
changing  the  positions  of  some  of  them  and  not  of  the  others,  or 
else  (b)  inserting  vowel-signs  to  some,  and  writing  the  others 
without  vowels.  Examples: — Accusation  —  causation — acces- 
sion, advantage — age,  any — no,  held — hold,  over  —  very,  send 

—  sent,  army  — arm,  avow — vow,  baby  —  babe,  else — less,  fully 

—  full,  inner — near,  leave  —  live,  test  —  taste,  loaned — lent, 
ruddy  —  red,  premise  —  promise,  germane  —  German,  recognize 

—  recommence,  other — there,  preeminent  —  permanent. 

rV.  By  invariably  joining  in  outlines  the  component  parts  of 
certaih  words  and  phrases,  and  always  disconnecting  those  of 
others.  Examples: — By  the  way  —  about  when,  indeed  —  in 
doubt,  countrymen — countryman,  for  use  —  for  yourself,  un- 
necessary —  not  necessary. 

V.  Sometimes  two  or  more  of  the  foregoing  methods  of  se- 
cui'ing  distinction  of  outline  are  employed  in  combination,  in 
providing  forms  for  a  single  group  of  conflicting  words  (or 
phrases) .  Examples :  —  Above  —  before,  come  —  came  —  go, 
gentlemen  —  gentleman  —  agent,  hardly  —  heartily  —  mortally, 
safe  —  sofa  —  stove. 

1046.  The  following  list  of  words  and  phrases  specially  dis- 
tinguished is  the  most  complete  collection  of  the  kind  that  has 
yet  been  published.  It  is  the  product  of  many  years'  experience 
in  actual  stenographic  reporting,  ha\'ing  been  carefully  collated 
mostly  from  the  author's  own  shorthand  notes.  It  should  be 
thoroughly  studied  by  all  learners,  and  its  forms  adopted  into 
their  practice.  The  examples  given  under  the  preceding  para- 
graph, 1045,  will  be  found  in  this  list.  Whenever  two  different 
outlines,  separated  by  or,  are  given  for  a  single  word,  it  means 
that  either  form  is  correct,  and  that  it  is  optional  with  the 
writer  which  of  them  shall  be  used.  For  examples  of  this  kind 
see  the  following  words :  —  Adjoin,  afl&x,  anterior,  or-not,  con- 
siderate, first,  for-yourself,  have,  him,  however,  myself,  oldest, 
product,  queer,  totally,  yes-sir,  etc. 


352  ART  OF   PHONOGRAPHY. 

WORDS  AND  PHRASES  SPECIALLY 

DISTINGUISHED. 

A. 

...:..  a,: .'..an...... the 

. . .  /r .  abandoned,    V   abundant 
c    about  when,..?,  by  the  way 

\     above,  N)   before 
. . .  ^ . .  absence, .  V      .  business 
.V_..  absolute,  ./T.  obsolete  ;  v/?".  absolutely,  .T!...  obsoletely 

account, .  '^. .  amount, ...  "I  cotton,  .T. .  kind 

. .  .  ^. . .  accusation. ........  causation,    s    accession 

..TTT]..  acute.  .._^..  cute 

adamant, diamond, ..v"  demand 

...y  ...or  ......  adjoin, .  .^ .  .join 

J    or   ^   adjudge,     /  judge 
1^^. administered,  administrate,   U-a  demonstrate,  I— s>    demon- 
strated 
1-— ^_^  administration,   U-2>  demonstration 
\r^^    or    t^  adultery,..!^.!.  W..T. idolatry 
.../..  advantage, ./..  joy,    /  age 
.../....  advantageous,.. V. joyous 

J    adverse,  Uv  diverse 

^      advert,  U,  divert 
afldrm,  V— v  frame,  .^^~?^.  form,Sr>. . . .  conform,  V.        confirm 


OUTLINES  SPECIALLY  DISTINGUISHED.  353 

vy^  affirmation,  V^'-^  formatien.Vs.       conformation,  confirmation 
..V^.  ...^  or ^^r-n". affix,  V^....^  fix 

o     agent  (see  gentleman) 
..fi~r". .  all  the  time,. Trrr?..  from  the  time 

almost,  '^ ^  most 

..... . .'. .  altitude, .  r\ .  latitude 

...r^.  altogether,    —   together,    — ^   again 

C^  or  .  ^ry^.  amelioration,  c~^^  melioration 

an,..-.. a, ...-the 

anew, new 

anomaly,  .^~^.  animal 

r^.or..'zr..   anterior,  ^rri^?<or  .^^. .  interior 

any,  ..>_«-..  no 

,  anybody,  .>rrfS. .nobody 


anyone,. .V ov..no  one,    v_?    none 

^  .^ ■ 

any  other, another,  ^ '  no  other 


anything,      \_^  nothing 

..T!^....  apathetic,  N    pathetic 

'\A   appertain,  'X   pertain 
...\\...  apportion,  \.^  portion,  \y  operation 
. . .  T. . .  apposite, .  .^ .  opposite, 
..^^..  apposition,  ./!*:..  opposition,  ."V\..  composition,  ..V\.. position, 

.\j. .  .possession 
../>y^.- approbation, Ny   probation,. tv...  prohibition 

\\    appropriate,  purport,  ../s/l.  property, . ^^f^s.  propriety 


354  ART  OF  PHONOGRAPHY. 


..l^TTTT".  approximate,  ...^TTZ?...  proximate 
'^ — 6":)  approximation,   ^^ — g— 5    proximation 
...^..  are,. .^.. where,. ^... were 

. .  .777?.  army, .. . . .,  arm 

...??...  or ..^... ..or  not....... around 

^     ashore,    _x   shore 
..  .^. ...  assure, ..  ^.  sure 

..^...assured,..   ..or  ..^.. shrewd;..^....  assuredly,..^.,  shrewdly 

.........  at  our,. ..'.,. at  your,. .S^.. at  her,  ..I.,  at  or 

^ — ^    athei  sm, ..(.... .  theism 

(,      atheist,. .A.. theist •,..r.... atheistic, . .(" ...  theiBtic 

.../^...at  least,.. KT7. at  last 

l^     atonement,  U>  attainment,    I ^^    tenement 

...T>v^.... auditor,.. 'i.. doubter,  daughter, .tTT. .auditory,  (see  editor) 

V^/    avert,  C   convert 
.^^r. . .?.  avocation,  v — :>  vocation,  vacation 
..  ^^...  avoid, .  .S.  .void ; .  ./n..  avoided,  ..S...  voided 
. .  .^^. . .  avouch,  .^ . .  vouch 
. .  ™. .  avow, .  ^^r. .  .vow 


N^   baby,  \^ 


babe 


^"^  *»»"»    ^rrf*..  box,,. ?!rfr.. boxes 


'bank-account, . . . 7?r?r. . . bank-note 


u. ./:... .  barley, . . .  !^ . .  barrel 


OUTLINES  SPECIALLY  DISTINGUISHED.  355 

.^...    beatify,.  ,^...   beautify 

\ become,  \ ^-^    became 

\)     before,  \        above 
..>^^.   beheld,  ^^    behold 

\/(    birth,  berth,  N    breath 
. .\/   bribery,  . T^  briber,  barber 

..^  ..broad, bright 

. .  .Ov     brood,  .      bnit«,  bruit 

I 

N-^    burned,    >/*    burnt 

-.^...  by  a,  ..\  or  \. by  the 
..^..by  and  by,  .^y\  by  the  by 


a 

..A .  capital,    p  capitol 

^  captain, ^ . .  cabin 


7, 


caricature,     . .  ..■^. .  character 

causation, accusation,    s  accessiom 

..*?..    caustic,  ...^7-... exotic 

.^TT. . .  Charleston,  . . .  .  .V .  .  Charlestown 

e /  chlorate,  c — /I  chloride 

— (coalition,  collation,  ^  collusion, collision, 

rr. .  Y  collapse,  .^:t"v  eclipse 

'  come,  - — N  came, go;    o    conies  goes 

— .'  coming, going 

^ — ^  comnmnicntiou,   3  connection 


356  ART  OP  PHONOGRAPHY. 

..*\;^. . . comparative, . .W_ . operative,  .... \^. cooperative 

— -.  "^  concussion,   irj  connection 

<^r-  Connecticut,   -n —    Kentucky 


Connor, Connelly,  J.  O'Connor, O'Connell 

.  consequent,  '^  second ; (..  consequently,   °-/^~  secondly 


. . .  f, . . .  or . .  .I . .   considerate, . .      considered 

. .-.:  y.  ..consign, . . ...  assign, sign ; consigned, ....  assigned. 

,..?t'. ..  signed; X.. .  consignee,,  v;.. assignee;  ...:?.  consign- 

L  ~J  .  J  . 

ment, .  .v:^ assignment ; . . .  rrr^. . consignor, .  rrr:.  .assignor 


1 


construe,  .  .1 . .  consider 

content,   J    contend ;.  J^^.  contents,    J   contends 

contention.    Ljx)    continuation,    Ll?   attention 


Uo 


.cork,  crack 

.corn,  <r-T>  grain 

.corner      crossing 

corporal,  "^    \^  corporeal 

correct,    '^ 1    corrected,    '...aggregate 

— f 

.cost,  ........caused 

countryman,   -v"''"^    countrymen 
crammed, cramped 

D. 

damnation,  U-^  domination,    U^vJU    condcmnatioa 


s..y....  daughter,  doubter,  ..Vs.. auditor 
...^....  dear,... I-.. true 


OUTLINES   SPECIALLY   DISTINGUISHED.  357 

I       dedicate,  l_  de<luct,  detect 
I         dedication,  I    '^    deduction,  detection 

L. .  decease,..!    disease  ;...L  deceased,    j  .  diseased 
Uv^    defer,    4     defray 
.    f      delivery, .  T  .  delivering, .  T   deliver 
I—a    demonstrate,  .r_^..    .  administered 
I— s>    demonstration.    U^v^^    administration 
J-7^    dessication,   (j~~^    dissection,    J — ^    discussion 

L       destination...  ip  distinction.    I   destine 
>\....  de%ise,  ..^.  advise,  advice 

r  L  L 

.  diamond,.  ^  adamant, .  .^.  demand 


..Tj...  did  you  ever,  ...L     do  you  ever, ...\^.. had  you  ever 
..r>^.  diflract,  qI       deflect;.  y>^. .  ^. .  difiraction,    qI         deflection 
. . .  I .  . .  disease, .  L  decease ;   .1  .  diseased, .  L.  deceased 
K        disproportioned,    *\       disproportionate 
JL,     dissipation,    i  .    deception 
\s\  disturb,. ..L... distribute 
Un.      diverse,  divorce,    J     adverse 
U»     divert,    1^    advert 
...l....do,    l.did,    '    had 
....'....  doctor  (Dr.),  I— -^    conductor' 

l--y>    domination,  ..^>-^...  damnation,     I— vO    condemnation 
...~...  doubter,  daughter, . .'>v. . auditor 
L^sTN,  drug-store,   L^  druggist,. ..!;[y....drygoods-store 
V      duration....!  ..derision,  U^  adoration 


358  ART  OP  PHONOGRAPHY. 

E. 
\_^  earnestly,      i--tf»     erroneously 
....)....  easier, ../).. easily 
L       editor,    J    debtor  (see  auditor) 

y. effect,    ^v affect, . .  h: . .  fact 

(       else,    (^    less 
, — e— ^  emigration  (see  migratioH) 

^     ever,  V_   every 
— x/j  exorcise,    — Y    exercise 

^^>^  extensive,        \       expensive,    \_^.  expansive 

— ^.._Q extenuation,    — ^..JD  extension,  .....^r?.. expansion 
....<^.... extract',        L    extricate 
...O. extraction,        I id  extrication 

F. 

fact,    ^^^ effect,    ^^ affect 

S^v^.  fairly,    [^    thoroughly 
S/T/S^ falsifier,  ^:^_^ .  philosopher 
.  Sj"...  falsity,  .S^^.  falsehood 
..^i...  fantasy,   V^... fancy 


V^     favorite,   V.^^   favored 
SC'.  finely,  /^. .  finally 

\c=,    or  ^   first,   N.-^   next 
. \^. . ■  ■  ■  fiscal,  .\_....  physical 
^      flowed,    CL    float 


OUTLINES  SPECIALLY  DISTINGUISHED.  359 


Q_^_.    fluency.  ^    frenzy 


.^..  foot, /^.. feet 


.^^^.  form  (see  affirm) 
.  S<T?».  forms, .  S" . .  oflice 


forma  1-ly, .  .^:T~r: . . .  formerly 

fornier, ..  r^ farmer 

\^ . .  forward,. .  >Lr^  .  afterward 
S_  ^  <^r      v~  4       for  yourself,     V_    for  use 
......  found,.,  r!..  find 


Q_^ .  .  fuUy, .  ^ .  full,  .y .  ftUl  (r) 
^^^^^^  funereal,  V,^ funeral 


«-^— ^  « — I 

garden, *    guardian 

TrrT . .  garnet,    granite 

.  .  ...  gentleman,    •    gentlemen;    L  agent, ..—  ..giant 

■  f      gentlemanly,  .7^.  jointly,     ^    gentle-y, ..genteel, 

r     -J-    genteelly 
Ars    germane,   A-i   German 

go,    —    come,    r—^    came ;  goes,     — o     comes 

God, ....'.  .guide 

going, coming 

a-     gold, gilt,  guilt 

6    graduation,        U    gradation 
...guide,.."!"..  God 


360  ART  OP  PHONOGRAPHY. 

H. 

...Vr...  or have, ..^r:.. halve 


haven't,  ..'Tf... have  not 

.'^^.  heartily,... T:(r.  hardly,  ..ir^.moi-tally 
^>^  heavy,.../^r..  active 
.     ...held,    c^   hold  (see  fteArfrf) 

. . ^.] . .  hereat, .^... .whereat ; . .::\. . herein,  .~\ hereon 

...^...  hereof,  ...^^..  hereafter,  ..*:...  whereof 

.  .^ . . .  hereto, .  .^ .  .whereto 

. .  .yC . .  herewith, .  .^^ .  wherewith 

.  .r'...  Highland,  .-T^.  Holland 

...1...  or  .,<rrs.. him, me 

-tV.  himself, or .'TTT?. .^.myself 

. .  ^ . .  history, .  "7:^.  mystery 

.  ."T^. .  Holland, Highland 

.  ."rrr . . .  honestly, ....'...  nicely 


. .  .•VT7.  horse-racing, . . .  .^ . Z^.  horse  raising 
. . ^P . .  or . . I*. . . however, . .V. . . how  far 
\  humble,       \    amiable 


/. 

...T'...  I  cannot, I  am  not 

I  could  not, I  mean  to 

../tH...  idleness,     J     dullness 

.!\..'. ..or. .*|    idolatry,     \r^   or    t^  adultery 


OUTLINES   SPECIALLY   DISTINGUISHED. 


361 


immaturely,  ^  ^^....^^^.^^.^    immaterially 
immerge,    ^— v//    emerge,  merge 
immersion,    ^^-JP  emersion,  mersion  (rare) 

..^^^^^.  immigrate,    . — ^    emigrate, migrate 

■ .  .  -^.immigration,    , — ■«— ^   emigration, migration 

..f:":^^..  impaired, important 

.^^Sj.impassionate, ^..impassioned,   '    \j    impatient 

^ — ^    indication,        1 — :)     induction 

...??,... indicted,  undoubted,   ""1    indebted,       l|    undated 

in  effect, in  fact 


in  doubt, . 


indeed. 


in  him 


in  him, indeed, ixr  ..'... in  doubt 

— 1  ^— I"-  " — 

inevitable-y,  . . . .  r^ . . .  unavoidable-y 

'inform,    ^'^    notify 
.  informed,    ^^    notified 
)  information,  ^^ — =5    notification 
■;.  informing,      V.,^.^   notifying 
^~t-^  ingenuous,.."::/^,  ingenious 


.  inner, near 

.innerve,       *    ^  unnerve,  ^"X..  nerve 
>  innovation,  ^    V^i   invasion 
intention,  ^"X^:?     inattention 

interested,    v jt     understood 

/\)    irruption,    ~\^      eruption,    /\)    ruption 
_ .  island, land, highland 


362  ART  OP  PHONOGRAPHYc 

J. 
. .  rrrf. . .  January,  ..y...  June 
.......  Johnston,  .^....  Johnson 


K. 

.;^v1- kindred.    -^  country 

— -^-'  knowingly,  >-'v3     intentionally 


....'...knowledge,  ....  analogy 


L. 

...a...  latitude, .     .  '  .  altitude 

(T'     learned  (v),    C         or    C    learned  (adj) 
-(^\--  leave, ../fn. .  live 
.^<-frT) .  licorice, .  .^^tTT".  .  liquors 
..^...literate,  ..^.  illiterate 

f\     loaned,   -^    lent 
f  luckily.... likely 

M. 

.  .<~^ . .  machine, mission ; .  '^. .  machinery, .  ^^^_^^^.  missionary 

...T7/!\  manufactory, ..-.^S:. manufacture, .S:^.  manufacturer 

marked, .  .TTY. . . .  market 

. .  ,_^. .  .maturely, .        .yr.  materially  ^ 

'.memoranda, memorandum 

migrate,    / — i—    emigrate, immigrate 


OUTLINES   SPECIALLY   DISTINGUISHED.  363 

migration,    /---r-^  emigration, ^. .  immigratiou 

. . . ./.. ministry,   )\.. . .  monastery 

.TT.-.min'nte,    '    "X     month,  ..r7^rr1..  minute' 

T^TTif.  mixture, mixed 

'^    or    o   mold,     ^^—^r    melt 
C — ^  or  ^^1  molder,     ^ — 4        melter 


mortally, .  .^ hardly, . ..... . .  heartily 


..■rr>\..Mr8., misses 

I   nmrderess.        I  murderous,    c ^   nmrders 

my  own, mine 

^ or  .C7?.  ./r.  myself,    -bV  himself 


If. 
— ^  narrated,    c j   quoted 


New  York,  ..^rrr?^ Newark 

-^    next,  ^_- — °    annexed 
.s_£Xnot  necessary,     — .^-D^    unnecessary 
nuisance, incense 


O. 

......  occupy, /^.. copy, .:77T\.. keep 

occupied, copied,        \   kept 

O'Connell, Ck)nnelly , A  .O'Connor, '.. .  Connery 

.../...of,  .Ss.-...for,  Sv, after 

v'     old,    r     late;    v         older,    f    I  elder,    i         later 


364  ART   OF  PHONOGRAPHY. 

vl    or    v°    oldest,    f^   eldest,    l\    or    (°   latest 
on  the  whole,  ^....  undoubtedly 


..^?... opposition,  ./^..apposition,  .n^.. composition, ..\a.. position, 

\^      possession 
.  JL . .  O'Reilly,  ..^....  Reilly 

rv/^TTT.  O'Rourke,    . . .^Z. Rourke 

.... or or  not,  .^..around 

c         f  r 

other, .  .V . .  there,  their, .....  at  all 

..v....  others,  ..C. theirs 

our,      ^    her;  .."T^.. ours,      a   hers 

../T:.,  over,    V.  very 
.^....  overdrew,  .^..  overdraw 

t  In  ^r\ 

.>-! . . ! .  o verlade,  .  rr. . . .  overload 

..^^^.. overreach, {..  overarch 

S>^..  overrun,  . .Vr^ . . 


overrun,  . . .~. . .  overran 

I'ersew 
overshadow,  ..^5'-.  overshade 


h...  oversee,   ./r:\.. oversaw,  ..v_^..ove 

.rrr^.\.  overshadow,  ..^.. 

CI  c 

-^....  overtook,  .r:^....    overtake  (    .r:^....  overtaken) 

..^...  overthrew,  .^^7>...  overthrow 

.rrrT..  own,  V ^    know; owns,   ^_p   knows 


P. 


panic,  ..>rf777.    bank 


......  part,  .^.  apart,  ./^...  party 

partly,  ./A...  happily,  .>..  haply 


OUTLINES   SPECIALLY   DISTINGUISHED.  365 

../rrt'..  part-owner,  ..rrrl.  partner 

./y...  pasture,  ......  pastor,    ./f\...  compositor 

,.:....  pattern,     no      patron 
M     patient,    .N|...  passionate 

..^...  paused,  ..^..  passed,  past 

.\^.. pellucid,  .?>P. ..  placid 
^.w^penury,  .\. pioneer 

..^..  people  (n),  -.\---  pupil.  people  (v) 

\/      persecute,  ..rr..  prosecute 
-V^rr^  persecution,  ..\^~j... prosecution 

V^    Persia,  N^  or   N  Prussia 

\y^    Persian,  .\^..  Parisian,     \)    Prussian 

V^  personate,  per  cent.,  N,^     present^  ..\^..  pursuant 

\/V_  petrify,  ..\.--.   putrefy 

v/^    petrified,.. \^....  putrefied 
petrifaction,  .^^1^-^. .  putrefaction 


N^_      Pittsylvania,  Vv-v_^   Pennsylvania 

./^<T.. plaster,  ._^..  blast;  ./^...  plastered,  .^...blasted 

. .? plastering,  .  .!r. . .  blasting 

.%s^--  plenary,  %_^    plainer 
v/J    portend,  ^    pretend 

\ port«r,  ..x!^..  operator 

V-^    portion,    \/     operation,  ..VT...  apportion 
,„/?...  possible,  .^..  passable 


366  ART  OP  PHONOGRAPHY. 

predict,  ^V-  protect,  ^      predicate,  .^tv.  or  ."ISr. product 

prediction,  ^V-rs    protection,   'X  predication,     >»     or 

production 

Vi^^ .. preeminent,     v— >^    permanent,  ...TTT^r.. prominent 

\rv     prefer,  . .  .\^. .  proffer 
. .  ^7y. .  premise,  . . VTT?.  .  promise 


prescribe,   .  .tTT^.  ..  proscribe 
..5s..,.  princess,  -■-'^v-   princes 
../TT..  or  ..^..  product,   ^      predicate,  V-  protect......  predict 

.!^^^Tt'..or  'N      production,   ^  predication,   \_:2)    protection 

..   prediction 

..\^... property,     \\     appropriate,  purport,  . .^V. ..  propriety 
\       proportion,  A.   y    preparation,    V       appropriation 

\        proportioned,    \        proportionate 

\  N 

.  .^tt:v  .    proscription, .  ."X . . .    . .  prescription 

..\^..  pure,  .v_..  poor ;  ."s^^.  purely, -\.- .. .  poorly 

.\^<<r. purer.  .."s^.^^..  poorer;  ..v/^r-?..  pureness,  .\^^^^ poorness 

..\^..  purest,  .\^--  poorest 

\/\   purpose,   \       propose,  ...V..  perhaps 

.  -V^^    pursuant,    \/       personate,  per  cent.,    Nj_    present 

■  VI;  "  pursuer,    V^^  oppressor 


.  quality.         I    equity 

.or  ."frrr^.. queer,    '^-7:t>v.. clear 


OUTLINES   SPECIALLY  DISTINGUISHED.  367 

R. 
/>-"  recognize.   /^—^   recommence 

/    recollect, .  f^.. recall 

refinery, . .  .??T=rrr.  refiner 

0\  -registrar,     -^      register,    '^^-^    registry 

refract,/  reflect 

refraction,  y^  reflection 

. yT-r. .  renewed, .  y^. .  ruined 
/\)    representation,   /^    reputation 
.T>v^^  resume,  -/^j-    reassume 
A     ruddy.  A   red 

a. 

vy^  safely,   v_  safer,    kXT    very  well 
■  .^^ ■  ■ .  school,  ..'hpr... skill 

."^rrr.'..  scorch, '...scratch 

...J...  secession,    J    cessation 
...^.... seize,  ..A.. cease 
...    ...  seized,... V. ceased 

send,  <L^  sent 

N     separate  (see  spread) 

\)     separation,     V^     suppuration,   Aj    suppression 
...f...  settee,.. P..  seat,  city 

V.     several,  ^^~^  severally 
..rf/...  shadow,  ^  or  J  shade 


368  ART  OF   PHONOGRAPHY. 

..T^..  shallow,        J    shoal,  shale,   J^  shore,    _y  shell 
C     situation,    [/    station 
'^     sofa,   I    stove,   v^   safe 
. .  .1  -  -  -  society, . .  P. .  system 

NO       special  class,      a o    snb-class 

Vjl    special  committee,  \  I    sub-committ«e 
Vj  ^  special  contract,    \       sub-contract 

^     spread,   "^    separate,    ^    separated,     v     support,  sport, 
...\^... spared,    Xv'    suppurate 
I       staid,   I    steady 
j         staidness,   L_p    steadiness 
^      stated,    r    said,    "    state- 
.  .?~^ ..  statesman,  J—s    statesmen 
I      stove,  >^  sofa,   v.    safe 
N,     supposed,  \>   suppose 

A)    suppression,     \)    separation,    V^     suppuration 
\v^    suppurate  (see  spread) 
>J^      suspend,    P    sustained 
.. . . P . .  system, . q. . . society 


T. 

L_^  tenable,   J      attainable 

t      test,    h     taste;    b'    tester,     b    taster 
-. .  V. . . .  thank  the, ....  thought, .  .VT. .  thanked 
. . S. . .  thawed, thought 


OUTLINES  SPECIALLY   DISTINGUISHED.  369 


........  the,..:. .a. nn 

.(. theism,  v— ^   atheism 

. . .  ^. ....  theist.    ^     atheist 

ttheistic...^    .    atheistic 
f  r  ( 

.  .\  „, .  there,  their, ..'...  at  all, .....  other 

(L     there  are,  .v/    there  were 
...?j„.  thereat,. ..C-  thereto 
...r...  therein, _V.  thereon,  v  thereof 
...C..   thereinto,  ^^_-i    thereunto 

...v..  these, . ^.  thi.s,   C  those 
,  time, autumn 

...1...  to  sell, ...  to  use 

together,  ...t!.. altogether,    — — ,  again 

..|...^.  or..^..tooyoung, .       ..toyon-r 

|i      *>»■   1^  totally,  <f      wlioUy 
...1 trinity,   L-<   eternity 

...1....  truth,  ..l.-true 
v^    turn,   J    train 

C-      ulcerate... C...  lacerate;    C^    ulceration,  C^     laceration 
unavoidable-y,      'V^  inevitable-y 
unceasiug,  ^SL    incessant 


understood, .  interested 

.,.'..,  undoubtedly, on  the  whole  (see  nuHeted) 


370  ART  OF   PHONOGRAPHY. 

F. 

..^..  valiant,  ..Vf!'..  violent;    ..^..valiantly,  ..V^...  violently 
.^^^^^.  valuable,     y-   available,  .V^.?S..voluble 
v:o    valuation,  ^<y^   violation,     y.    or    vO   convulsion 
SC.c.-Vanderbilt,  S..->>^..Vanderpoel 
Kl      very  well,  vy^    safely,  V.   safer 
..V...  void, -Ni.. avoid;  ...S...  voided,  ^:t|.. avoided 

W. 

a wake,  woke,     i —    awake,  awoke 

> — P    waken,      i — ^   awaken 
.."Tn..  we  are,  ../rr..  we  will,  ..Y...  we  all,  what  will 
U      well  (when  will),  ../rr..  ill,  ..r....  already 
O'    well-bred,  ..^rrN...  ill-bred 
..^..  were,  .."r^..  are, ..-/.  where 

were  not,  ...^^..  were  there 

)     what  was,     /     which  was,.. [>..  it  was 


^ 


when,  ......why,  ^\ 


whether 


«       when  did  you,    c     I      when  do  you,    c.    when  had  you 
.T^j..  whereat,  .;^... whereto;  .."^.l..  hereat,  ..^/fj. hereto 
.?^...  whereof,..^,  hereof,  ..y^..  hereaft«r 
..^...  wherewith,..^.,  herewith 
.../..   which,  . .  / . .  each 
...'...   wide, .....white,  ">   wet 


woman,  ."n women 


OUTLINES  SPECIALLY   DISTINGUISHED.  371 

Y. 

C     yes.  o     or   C-^    yes,  sir 

-C..   yourself.  .^.  use;..  6^.   your8elve8,../r..  uses 
.^..  you  are,  ...yT.  you  will,  .^^..you  were 

you  are  not,  .^^..you  will  not, you  were  uot 

^     .  you  wore  not,    ,^_^<7  .  you  were  there 
, -fr??. .  youug  man,   ^—^  young 


■;•»" 

;  men 

SPECIAL  REMARKS  ON  THE  LIST,   ETC. 


1047.  •'  At  some  time  "  —  "At  the  same  time."  —  It  is  well 
to  write  the  word  at,  in  tlio  first  of  these  phrases,  a  little  longer 
than  the  stem  Tee,  and  at  the  in  the  second,  quite  short,  so  that, 
in  rapid  writing,  the  phrases  will  never  conflict. 

1048.  "  Bank-note  "  —  "  Bank-account." — The  stem  Kay  is 
omitted  from  the  outline  of  bank-note,  to  avoid  the  possibility 
of  its  being  mistaken  for  bnnl-account. 

1049.  "  Captain  "  —  "  Cabin."  —  The  old  form,  K-Pn,  al- 
though it  is  the  most  natural  abbreviation  for  captain,  has  been 
discarded  because  of  its  liability  to  conflict  with  K-Bn,  cabin. 

1050.  "  Cart "  —  "  Car  "  —  "  Cargo. "  — These  words  are 
liable  to  conflict  unless  care  is  taken  to  write  cart  quite  short, 
car,  of  ordinary  length,  and  cargo,  quite  long. 

1051.  "Construe" — "Consider." — Many  people  mispro- 
nounce the  word  con' «t rue  by  accenting  the  last  syllable  instead 
of  the  first.  But,  no  matter  how  it  may  be  pronounced,  the  re- 
porter should  always  write  the  word  in  the  first  position,  or  else 
it  will  conflict  with  consider. 

1052.  "Deemed"  —  "Admit."  —  The  word  deemed  should 
always  be  vocalized  to  distinguish  it  from  admit,  not  vocalized. 

105.3.  "  Delivery  "  —  "  Delivering. "  —  Care  should  be  taken 
in  writing  the  dots  of  the  abbreviations  for  delivery  and  deliver- 
ing, lest  the  words  get  confused. 

1054.  "  Dissection  "  —  "  Discussion."  —  The  circle  (breve- 
sez)  in  the  outline  of  the  first  of  these  words  should  be  made 
quite  large,  and  the  circle  (breve-s)  in  the  outline  of  the  sec- 
ond word  made  quite  small,  or  else  the  words  will  conflict. 


372  ART  OF  PHONOGRAPHY. 

1055.  **  Doctor  "  —  '*  Conductor."  -;-  The  form  Dt  should  be 
used  not  alone  for  the  abbreviated  title  "  Dr.,"  but  generally  for 
the  noun  doctor;  because  the  full  outline,  D-Ktr,  conflicts  with 
the  outline  of  conductor.  But  the  verb  doctor  is  always  written 
with  the  outline  D-Ktr. 

1056.  "  Drugstore  "  —  "  Druggist."  —  If  the  termination 
store,  in  the  word  drugstore,  were  written  with  brev-ster,  there 
would  be  constant  danger  of  conflict  with  the  outline  of  drug- 
gist. 

1057.  "Fairly  "  —  "Thoroughly."  — The  distinction  be- 
tween the  outlines  of  these  words,  given  in  the  List,  is  very 
necessary,  because  of  the  danger  of  conflict  between  the  stems 
Ef  and  Ith  joined  before  Eeel. 

1058.  "  Forms  "  —  "  Office."  —  The  word  forms  should  always 
be  written  with  the  abbreviation  F-Mz,  as  the  old  form,  Fz,  is 
liable  to  be  mistaken  for  the  word  office. 

1059.  "  Forward  "  —  "  Afterward."  —  The  Er-hook  should 
always  be  used  in  forward,  to  avoid  conflict  with  afterward. 

1060.  "Grand-street"— "  Grant-street."— In  towns  or 
cities  where  there  is  both  a  Grant-street  and  a  Grand-street,  Gmt 
may  be  restricted  to  the  former,  and  Grand  written  with  either 
Gr-Nd  or  Grn-D. 

1061.  "Humble  "  —  "  Amiable."  — The  word  humhJe  is  dis- 
tinguished from  amiable,  by  always  beginning  its  outline  with 
the  breve  Toid,  whether  the  /;  is  sounded  or  not. 

1062.  ''Inform"  — "Notify."  — Written  with  the  old  out- 
lines, N-F  and  N-Fd,  the  words  inform  and  informed  were  con- 
stantly clashing  with  notify  and  notified. 

1063.  "Lamp-post" — "Lamps."  —  The  word  lamp-post 
should  always  be  vocalized  with  6,  to  distinguish  it  from  lamps  ; 
thus,  L-M-Post— L-M-Ps. 

1064.  "Loaned"  —  "Lent."  —  The  first  of  these  words 
should  always  be  vocalized,  to  distinguish  it  from  its  synonym, 
lent,  with  which  it  would  otherwise  be  constantly  conflicting, 
the  context  affording  no  assistance  in  reading. 

1065.  "Minute"  —  "Month."  —  If  the  word  mimite  (sixty 
seconds)  were  written  with  the  outline  M-N-T,  the  tendency  of 
the  stem  Tee,  joined  after  En,  to  curve  toward  the  form  of  Ith, 
would  lead  to  conflict  between  minute  and  month  (M-N-TH). 
Therefore,  the  former  word  is  written  Mn-T. 


OUTLINES  SPECIALLY  DISTINGUISHED.  373 

1066.  "  My  dear  friend  "  —  "  My  true  friend."  —  The  out- 
lines of  these  two  expressions  are  distinguished  by  joining  the 
word  forms  of  the  first  and  disconnecting  those  of  the  latter. 

1067.  "Nobody"  —  "Anybody."— Care  must  be  taken  to 
let  the  stem  Bd  of  uobodij  rest  on  the  line,  instead  of  the  N,  or 
else  it  is  liable  to  conflict  with  anybody. 

1068.  "  Pain  "  —  "  Bother."  —  K  carelessly  written,  the  out- 
lines of  these  words,  as  well  as  the  outlines  of  their  derivatives, 
paining  and  bothering,  are  liable  to  conflict. 

1069.  "  0  "  sign  Joined. —  The  vowel-sign  5  is  joined  initi- 
ally to  the  outlines  of  the  words  old,  older,  etc.,  and  may  like- 
wise be  so  joined  to  the  outlines  of  most  proper  names  com- 
mencing with  O  \  And  when  written  in  that  way  the  sign  may 
be  struck  in  the  most  convenient  direction.  Thus  Doid  is  used 
in  writing  O'Conor,  O'Hara,  O'Keefe,  O'Malley;  Bold,  in  writijig 
old,  O'Leary,  O'Sullican;  and  Gold,  in  writing  O'Donnell,  O'Bowd, 
O'Gorman,  O'Grady. 

1070.  "  Or  not"  —  "  Around."  — Once  in  a  great  while  the 
phrase  or  not,  written  with  Rud,  will  conflict  with  around,  as  in 
the  expressions,  "Did  the  horse  turn  or  «off"  and  "Did  the 
horse  turn  around  V  Being  thus  forewarned,  the  reporter  will 
always  know  when  to  make  a  distinction  by  using  i?-Nt. 

1071.  "Snow"  — "Sun;"  — "Sunny"  — "Snowy."— The 
word  snow  should  always  be  vocalized,  to  distinguish  it  from 
sun,  which  may  be  written  without  its  vowel.  The  final  vowel, 
i,  of  sunny  should  always  be  inserted;  and  snowy  should  be  vo- 
calized with  the  two-vowel  sign  6-i  (See  431-433). 

1072.  "  Some  "  —  "  Same."  —  In  business  correspondence 
game  should  be  vocalized  to  distinguish  it  from  some. 

1073.  "  Stated  "  —  "  Said  "  —  "  State."  —  The  new  form  for 
stated  meets  a  long-felt  want  of  reporters,  to  be  able  to  distin- 
guish that  word,  in  rapid  writing,  from  said  and  state.  The  out- 
line is  aLso  well  adapted  to  joining  in  phrases. 

1074.  "  Stove  "  —  "  Sofa  "  —  "  Safe."  —As  the  three  articles 
here  named  are  often  mentioned  as  being  in  the  same  room, 
the  reporter  will  find  the  distinction  between  their  forms  given 
in  the  List  very  convenient  and  desirable. 

1075.  "We  will"— "We  are."— The  stem  Way  with  El- 
hook  (Wei)  must  never  be  used  for  we-will,  as  it  is  liable  to  con- 
flict with  we-are.     (See  758. ) 


374  ART  OF  PHONOGRAPHY. 

1076.  "When." — This  abbreviation  is  new  to  this  system. 
Written  with  the  old  sign,  W2,  ivhen  sometimes  conflicted  on 
the  one  hand  with  why  and  on  the  other  with  uJiether. 

1077.  "  You  were  not "  —  "  You  were  there."  —  If  the  out- 
line of  you-icere-not  is  always  kept  below  the  line,  and  that  of 
you-were-there  is  made  to  always  cross  the  line,  these  phrases 
will  never  conflict, —  otherwise,  they  are  liable  to  do  so. 

1078.  Words  beginning  with  "Wh"  and  "W."  — When 
an  outline  beginning  with  a  )t'-sign  represents  two  words,  one 
of  which  commences  with  aspirated  xo  and  the  other  with  sim- 
ple w,  everything  else  being  equal,  the  stem  Way  may  be  used 
for  wh,  and  the  breve-way  for  ic.  Examples:  —  Whang  (WI- 
NG), wing  (W-NG3),— whip  (W3-P),  weep  (w-P3),— whack 
(Wl-K),  walk  (w-Kl),— whig  (W3-G),  wig  (w-G3),— wherry 
W2-jff),  worry  (w-i?2),— whinny  (W3-N),  winnow  (w-N3).  But 
wharf  is  written  with  the  breve-sign  (w-i?f).     See  580,  583,  584. 

1079.  Outlines  ending  in  "tl "  and  "dl."  —In  order  to  al- 
ways have  a  perfect  distinction  between  words  whose  outlines 
end  with  the  consonants  tl  and  dl,  when  practicable,  tl  should 
be  wi'itten  with  the  Shortening  Principle  and  the  stem  El  or 
Lee,  instead  of  with  the  stem  Tel ;  and  dl,  with  the  stem  Del. 

Examples:  —  Chattel  (CHti-L),  title,  detail,  petal,  battle, 
cattle,  rattle,  fatal,  vital,  natal,  wattle  (-L),  metal,  little,  brittle, 
greatly,  twattle,  throttle,  scuttle ;  dawdle  (Dee-Del),  paddle, 
boodle,  caudle,  riddle,  fiddle,  noddle,  waddle,  muddle,  ladle, 
bridle,  griddle,  twaddle. 

Exceptions :  —  Totally,  which  is  written  Tee-Tl,  because  Tet- 
Lee  would  conflict  with  Toid-Lee,  xcholly ;  and  shuttle  of  neces- 
sity is  written  Ish-Tel. 

1080.  How  to  Avoid  Ambiguities.—  In  order  to  avoid  ambi- 
guities in  short-hand  writing,  phonographers  should  at  all  times 
endeavor  to  be  as  precise  and  exact  in  their  phonographic  pen- 
manship as  possible.  This  they  will  do  by  observing  the  fol- 
lowing suggestions: — All  upright  letters  should  be  made  ex- 
actly perpendicular,  and  never  inclined  either  way —  especially 
not  to  the  right.  Slanting  letters,  particularly  those  with  a 
leftward  inclination,  should  not  be  allowed  to  approach  the 
perpendicular.  Straight-stems  should  not  be  curved  at  all ;  and 
curved  stems  should  be  suflieiently  bent  or  rounded  to  prevent 
their  being   mistaken  for  straight  stems.      Shortened  stems 


FORMS  OF  THE  SOLEMN  OR  POETIC  STYLE.    375 

should  be  made  quite  short,  and  lengthened  stems  quite  lon^;, 
so  that  they  will  not  be  confused  with  the  ordinary-sized  stems, 
which  should  be  made  uniform  in  length.  The  distinctions  be- 
tween light  and  shaded  stems,  small  and  large  hooks,  small  and 
large  circles,  and  small  and  large  loops,  should  be  carefully  ob- 
served. Furthermore,  the  rule  of  word-position  should  be  most 
implicity  obeyed.  And,  to  make  assurance  doubly  sure,  an 
occasional  vowel-sign  may  be  inserted,  if  the  writer  feels  that 
it  will  be  needed. 

1081.  Illustrative  Examples. —  Special  care,  in  several  of 
the  particulars  mentioned  in  the  last  paragraph,  is  required  in 
writing  the  outlines  of  the  words  of  the  following  groups,  lest 
doubt  and  consequent  errors  should  arise:  —  dock,  deck;  — 
track,  truck,  contract; — take,  dig,  pick;  —  taking,  digging, 
picking ;  —  evidence,  affidavits,  papers ;  —  report,  reiterate ;  — 
reported,  reiterated  ;  —  reporting,  reiterating ;  — adjudication, 
allegation ;  —  assignment,  demand ;  —  Murphy,  Martha  ;  at- 
tracted, directed; — every-day,  Friday;  —  elevating,  lifting;  — 
open,  bent ;  —  implied,  employed ; — advance,  defiance,  defense ; 

—  appurtenant,  pertinent ;  —  clannish,  clownish ;  —  infectious, 
inefficacious; — tenor,  tenure  (T2-N-R) ;  —  abolition,  ablution; 

—  influence,  infuse ;  —  commit,  commute ;  —  name,  enemy ;  — 
duty,  deity;  —  admonition,  diminution;  —  partner,  brother-in- 
law; — most,  must;  —  eyes,  eyesight; — endless,  needless. 


FORMS  OF  THE  SOLEMN  OR  POETIC  STYLE. 

1082.  The  instruction  to  the  learner  in  regard  to  word-forms 
would  be  incomplete  if  nothing  were  said  about  the  outlines  ot 
verbs  having  the  ancient  inflections,  now  obsolete  in  common 
usage,  but  which  are  still  employed  in  what  is  called  the  Solemn 
or  Poetic  Style  of  English  —  that  being  the  form  of  the  language 
which  has  been  preserved  to  us  in  our  translations  of  the  Bible. 
The  particular  inflections  referred  to  are  the  following: 

1.  Est  (or  St)  for  the  second  person  singular  in  the  present  and 
past  tenses  of  the  indicative  mood.  Examples :  —  Thou  walkest, 
thou  walkedst. 

2.  Eth  (or  th)  for  the  third  i)erson,  singular,  present  indica' 
tive.    Examples : — He  walketh,  he  maketh. 


376  ART   OF  PHONOGRAPHY. 

1083.  Verbs  Ending  in  "Est." — The  outlines  of  verbs  end- 
iug  in  est  (or  st)  are  formed  as  follows : — 

1.  In  the  great  majority  of  instances  they  are  composed  of 
the  outline  of  the  root-verb  unchanged,  with  breve-est  added 
finally.  Examples :  —  Knowest,  seest,  mayest,  teachest,  meek- 
est, movest,  lookest,  terriiiest,  criest,  earest,  troublest,  saidst, 
seekest,  savest,  searehest,  choosest  (540),  castest,  increasest, 
trustest,  etc. 

2.  Sometimes,  however,  it  is  necessary  to  change  the  form  of 
the  outline  of  the  root-word,  in  order  either  to  make  it  feasible 
to  join  breve-est,  or  else  to  bring  the  outline  within  certain 
rules  of  phonography,  especially  those  relating  to  the  use  of  up- 
ward and  downward  stems.  Examples: — Shinest  (SHl-Nst), 
chastenest,  delightest,  bearest,  dealest,  desirest,  devourest,  fall- 
est,  killest,  etc. 

3.  Whenever  it  is  desirable,  in  the  interest  of  distinctness 
and  legibility,  to  preserve  the  form  of  the  outline  of  the  root- 
verb  intact,  the  final  syllable  is  added  by  means  of  the  "inde- 
pendent" breve-est  (522,  523).  This  is  usually  done  with  words 
whose  outlines  consist  of  or  end  with  shortened  stems  with 
simple  terminations,  as  sendest,  repeatest,  etc.,  and  with  most 
words  that  are  written  with  abbreviations,  as  givest,  thinkest, 
speakest,  etc.  The  "independent-loop,"  so  employed,  is  usually 
slanted  downward  to  the  left ;  but  it  may  be  struck  in  other 
directions  when  it  is  more  convenient  to  do  so,  as  upward  to  the 
right  in  mightest,  lioldest,  etc.,  downward  to  the  right  in  aston- 
ishest,  etc.  But  when  the  abbreviated  outline  ends  the  same  as 
the  complete  form  would  end,  as  is  the  case  with  the  signs  for 
hear,  swear,  etc.,  the  ordinary  instead  of  the  "independent" 
breve-est  is  used. 

1084.  Verbs  Ending  in  "  Edst," —  The  outlines  of  verbs  end- 
ing in  edst  are  nearly  always  formed  by  adding  Dst  to  the  un- 
changed outlines  of  the  root-words.  Examples:  —  Calledst, 
buildedst,  commandedst,  cursedst,  executedst,  followedst,  obey- 
edst,  passedst,  promisedst,  refusedst,  respectedst,  sacrificedst, 
skippedst,  strengthenedst,  stretchedst,  subduedst,  testifiedst, 
walkedst,  woundedst. 

Exceptions:  —  In  a  few  instances  the  outlines  of  the  root- 
word  must  be  changed  before  it  can  take  on  the  added  stem, 
Dst.     Examples: — Anointedst  (N-Nt-Dsti),  desiredst  (Dl-siJ- 


FORMS  OF  THE  SOLEMN  OR  POETIC  STYLE.      377 

Dst),  filledst  (F3-i-D8t),  killedst  (K-Z-S.Dst),  trustedst  (Tr2-st- 
Dst  or  Trs'-i-Dst),  wateredst  (Wtl-/f-Dst). 

1085.  Verbs  Ending  in  "Eth." — The  outlines  of  verbs  end- 
ing in  eth  are  formed  by  added  Ith  to  the  outline  of  the  root- 
word,  which  is  frequently  modified  so  as  to  permit  a  suitable 
junction  to  be  made  with  such  final  stem. 

1086.  Position. —  In  writing  words  of  this  class —  verbs  end- 
ing in  eth  —  the  outline  of  the  root-word  should  always  be  writ- 
ten in  its  proper  position,  without  regard  to  the  fact  that  it  is  to 
take  on  another  stem.  Hence,  if  such  outline  be  composed  en- 
tirely of  horizontal  stems,  as  make,  cause,  know,  or  sing,  it  is 
written  in  the  same  position  with  reference  to  the  line  that  it 
would  occupy  if  the  upright  stem  Ith  were  not  to  be  added. 
Examples:  — Causeth  (Kz1-TH;,  accuseth  (Kz3-TH),  knoweth 
(N2-TH),  cutteth  (Kt2-TH),  entereth  (Ntr2-TH),  goeth  (Gi-TH), 
giveth  (G3-TH),  sinneth  (sN3-TH),  sendeth  (sNdS-TH),  cometh 
(K2-TH),  correcteth  (Kr2-K-TH). 

1087.  In  the  outlines  of  the  following  words  the  upstrokes  B, 
L,  and  SH  are  substituted  for  the  downward  forms,  K,  L,  and 
SH,  of  the  root-words:  —  Abborreth,  appeareth,  availeth,  bear- 
eth,  befaUeth,  cheereth,  dasheth,  dealeth,  declareth,  deferreth, 
faileth,  falleth,  feareth,  fiUeth,  foldeth,  killeth,  poureth,  pre- 
pareth,  requireth,  restoreth,  spareth,  spoileth,  teareth,  tiUeth. 

1088.  The  En-hook  and  Eu-curl  are  changed  to  the  stem  N  in 
the  following:  —  Convinceth,  chanceth,  cleanseth  (K12-N8-TH), 
ehasteneth,  hasteneth  (Hs2-N-TH). 

1089.  Breve-est  is  changed  to  sT  in  the  following  words :  — 
Casteth,  listeth,  resteth,  tasteth,  thrusteth,  trusteth. 

1090.  The  final  TH  is  disjoined  and  written  near  the  outline 
of  the  root -form  in  the  following: — Approveth,  cleaveth,  de- 
serveth,  fainteth,  fashioneth,  findeth,  graveth,  grieveth,  leaneth, 
leaveneth,  lendeth,  ministereth,  preserveth,  proveth,  puffeth, 
reproveth,  reserveth,  serveth,  uncovereth  (N2-KvTH),  vaun- 
teth,  changeth  (CH2-TH). 

1091.  Care  must  be  taken  in  joining  the  TH  after  CH  and  J, 
in  such  words  as — Acknowledgeth,  catcheth,  eheweth,  judgeth ; — 
also  after  the  final  hooks  in  the  following: — Bumeth,  counteth, 
crowneth,  darkeneth,  declineth,  gathereth.  groaneth,  hearken- 
eth,  hindereth,  hunteth,  inclineth,  meaneth,  mourneth.  refrain- 
eth  (i?f2-ifn-TH),  reigneth,  remaineth,  rendereth,  retumeth, 


378  ART  OF  PHONOGRAPHY. 

runneth,  scattereth,  seometh,  slandereth,  tiirneth,  wakeneth. 
Examples :  — 


.,....^n 


Key:  —  Knowest,  teaehest,  shinest,  chastenest,  bearest,  kill- 
est,  sendest,  repeatest,  madest,  givest,  thinkest,  hearest ,  call- 
edst,  trustedst,  tnaketh,  knoweth,  goeth,  cometh,  giveth ; 
convinceth,  chasteneth,  boasteth ;  approveth,  fainteth,  changeth, 
aeknowledgeth,  mourneth. 

1092.  Auxiliary  Verbs.— The  following  are  the  forms  of  the 
auxiliary  verbs  of  this  old  style  of  English : — 


Key:  —  Art,  wert,  shalt,  wilt,  didst,  dost,  doest,  hadst,  wast, 
wouldest  ^or  wouldst),  shouldest  {or  shouldst),  mayest,  canst, 
mightest,  couldest  {or  couldst),  hast,  hath. 


READING  EXERCISES. 

1093.  The  following  pages  of  printed  phonography  should  be 
carefully  read  many  times  over,  until  every  outline  is  entirely 
familiar  to  the  learner,  as  practice  of  this  kind  will  greatly 
assist  him  in  appljing  his  knowledge  of  principles  in  actual 
phonographic  writing.  The  phonography  of  the  first  article  is 
fully  vocalized,  but  all  subsequent  ones  are  given  in  the  style 
used  by  reporters,  that  is,  imvocalized  phonography. 


READESTG  EXERCISES. 
George  Washington. 


379 


.^J... 


c 


6  :  >i 


f-cl^. 


•^-^.-■1. 


\^ 


y 


-i 


^  '^ 


...X       I. 


v 


'    V-'^v^^.vV 


.'^r^.-V..*:'. 


\;?-. --,-■■» -C.^  '-■■■■■  'n 


^• 


%>- 


/CV 


:.  ^  ^,:.:W^.2^ 


£ 


b      -*"     X      J,. 


^ , 


.^.^.^..,-YX.°.^.v^..— .^^ 


380 


ART  OF  PHONOGRAPHY. 


J 


^ r 


^^ 


•P- 


.^.<^..     /vi    w    6..-- b ---..--  <r»^.. 


l-r-K- 


^ 


M 


-7=1  >j^ 


K- 


-^  A  r-V 


< 


■/- 


r 


^r..h..c..^-c^ 


r- 


"^."^^.JrmJ:    ^^    r^...|...\  x.,j...-^..>|. 


^. 


.^. 


T 


S.  '^ 


v^ 


^...^..^.^. 


READING  EXERCISES.  381 


.-f. .......      X 


^..^..,. 


«    = <».L^ ^    ^\  ♦  "f** 


Speech  by  Daniel  Webster. 


•^  -^ ) 


•t: 


/  \  ...c. 


( 


/ 


VI   ^. 


382 


ART   OF  PHONOGRAPHY, 


u. 


\ 


J^x 


\ 


\V^ 


^\> 


r  r  \ 


\ 


U^ 


( 


( 


->i  <^ 


'^^■4 


C 


l!V)<: I-. 


:..|...:^...rr:).:::^..L.-f--'^4^-\-,-r-^, 


^ 


'A 


%      X 


READING  EXERCISES, 


383 


^..... ,  :.Xk^  .J^. 


J V- 


.^%^  ^,  .4...^- 


^.  '.  ^ 


4 
> 

r 


-  ^  \ 


-\ 


^-^  -^-f-J-^- 


\. 


-  b 


^^ 


f^ 


A  '  ■  ^  -    x'-j;,- 


-^^^1 


~^ 


^   V      (Kf   .   ,^-^  ^    I    —     ^-°       /^ 


I 


V 


\^'-«,'!.\^.6  v/    ^  /«T)  „■:.:  <r>   ^...  X. 


■I;' 


■.,.cO' 


r~% .  c  .•.. 


.f-,,.j..; 


r-^  j.-^.r  L(-.V:.|..v  ^.H..j.4_  . -A 


384  ART  OP  PHONOGRAPHY, 


■V.V  ■  >  ^  .^^ 


c 


READING  EXERCISES. 


385 


Miseries  of  Wab. 


...      o       I      


"^ 


r^ 


N 


s 


n 


\ 


~7 


3 


>   /V 


/..r°  ) 


.,  .;..>  .<  .1  / 


26 


386 


ART  OF  PHONOGRAPHY. 


.^..^.U.^ 


Sources  of  Legal  Knowledge. 


/.u..<:.( 


.T.N. 


-^.V.         \    4     ^7 

S4.  ^,  .O. :..\ 


":> 


<r 


^ 


A. 


<J_9 


( 


^ 


cy    <Z^ 


^ 


L 


/- 


^ 


Q__P 


/,  A-^. 


/.....^ J^..^.'    .^-f..':^..°-:'.|..''...',..l^. 
/3. ,,..--.<«.  ?c.-^.....>...... 


/.. 


(^ 


> 


.^..  / 


^-1 


^ 


r 


"-t 


r 


READING  EXERCISES. 


387 


r 


.  c3. 


u 


r 


f^.\.>-\  '  ^  =      ^  ^ 


-2  ..!"    = 


/3/ 


.i-...^...v  c^>.x.:^ 


N, 


-\yl- 


\ 


388 


ART  OP  PHONOGRAPHY. 


C_o 


r 


r  j^ 


V 


J 


r  I 


v 


\ 


■u- 


J' 


L 


^ 


■^ 


i.o-L. 


^e-.. 


A 


Letter  No.  1. 


? 


b    <^ 


-i-^-l--^- 


U-r~:./.5\       I, i.  I.. .   r^ ^^  ..T.. 

..    v'^:*      \     c 


/\   f 


\: 


>^ 


r 


L3 


v..  c 


READING  EXERCISES.  389 

An  Erratic  Genius. 


A^^.     ^      /    ...>^..-^...... n.    .      ....    1 


\     o 


2r.-..r...^...p...^.....,n..^.^.  ^^ 
,/.'.^,.':.^4....<zi._.^,..-  .^-^/: 


.J-^ 


<^*     ^ 


,     )    ^^   S 


390 


r 


)      ^^ 


ART  OP  PHONOGRAPHY. 


'> 


Q_0; 


/- 


r 


cP' 


■-■-A;^--^ 


( _,_.l.. 


) 


.^...J.J..^ 


> .  —  .... 


J-l 


V  A. 


/  ^  ^ 


-t- 


^"^ 


REIADINQ  EXERCISES. 


391 


^^ 


-c— ^ 


-(. 


r:.^  V. 


•i-->n- 


L 


"^ 


n>  J...  — ^ 


"So 


->- 


392  ART   OF   PHONOGRAPHY. 

-  >^   -e  --^ 1'  -  


^ 


>^ 


-^  -  n- 


c      ..J..        ^--,  I ,    . 

Letter  No.  2. 


.-^ 


-^.f 


1.  X 


N, 


o 
QJ)        >--   X  1)        .... TN..   c 


.^...c:..^..:^./. 


(.. 


r 


V-^---t.---->-Sf 


Letter  No.  4. 

^^  Jcn<i,^:.M^  3/1.    z3^ I>... 


.-rr:^.    t^  ...     Z^. 


>^- 


(> 


< 


J    -1 


V 


.L,.,... 


( .%^...":^. 


394 


ART   OF   PHONOGRAPHY. 


I 


Letter  No.  5. 

I        \ ■' -9-x 


A    ... 


"^ 


I 


£. 


-  ^-  --" 


X 


-:: :s...../^ 


> 


READING  EXERCISES. 
Letter  No.  6. 


395 


N       


J7Z 


i/  .. 


^- 


S" 


IL. 


,.x. 


\-b- 


>..v.  )   J^ 


X 


.2<?Z' 


./X....J 


n 


N> 


.^. 


«rJ\ 


>..   /^ 


K 


V 


Letter  No,  7. 


"~^     ^^ 


.^ 


i6  .:.zi 


--^- 


■K-U-. 


.<S.x 


^ 


.^. 


396  ATiT   OF  PHONOGRAPHY, 


-£-r-^--^ 


Letter  No.  8. 

t        ■  ^ 


t3  ;  ^...^.....^. 


\.        C 


^ 


\ 


/^; 


1 


-^- 


..^..:. /v..^.  r 


.P 


READING  EXERCISES. 


397 


K..r. 


rd-  <K  -?.. 


S 


-> 


n 


^.^..^.....L^v^^. 


c 


^ 


^^ 


Letter  No.  9. 


J^ 


Ka^--^-'^  r"-    /^-I 


V 


^- 


Letter  No.  10, 


--i 


398 


ART  OF  PHONOGRAPHY. 


V-^-^  ^  -.- 


N3 


2: 


I  .._.  ^    V 


v^ 


^-..^...(,..>.-.^^ 


— V; 


:-N^-l- 


.^. 


v^.-...v-^-xC-.  ^  -->-£:^- 


Letter  No.  11. 


U 


°s. 


l- 


V^  -,-  \--. 


5. 


r     % 


.^h W^ 


.<-<.  \^„ (L 


.r^r.. 


--  T 


-V  A^-"^- 


KEY  TO   READING  EXERCISES.  399 


KEY  TO  READING  EXERCISES. 

GEORGE  WASHINGTON, 

We  think  that  the  Americans  of  this  generation  have  a  better 
understanding  of  the  character  of  the  man  Geoi^e  Washington 
than  was  possessed  by  their  ancestors  of  the  previous  two  or 
three  generations.  The  encomiums  pronounced  upon  him  after 
the  war  of  the  Revolution,  and  for  many  years  after  his  death, 
were  not  only  unmeasured,  but  were  indistinctive,  unjudicial, 
uncritical,  and  largely  untrue  to  human  nature.  He  was  often 
represented  as  a  flawless  character,  as  a  complete  embodiment 
of  every  perfection,  as  one  separated  or  set  apart  from  all  the 
rest  of  mankind,  and  even,  indeed,  as  a  supernatural  being.  He 
came  to  look  like  a  sculptured  figure  chiselled  by  the  hand  of 
genius  from  a  block  of  marble.  He  seemed  to  be  too  cold,  too 
serene,  too  dispassionate,  and  too  high  for  this  earth. 

A  singular  injustice  was  thus  done  to  Washington,  who  lived  as 
a  man  among  men,  who  was  true  to  nature  all  his  life  long,  who 
was  warm-blooded  and  impulsive,  who  possessed  the  ordinary 
traits  of  our  species,  who  went  through  experiences  like  those 
of  other  people,  who  had  many  of  the  ways  of  a  Virginia  planter 
of  his  time,  who  was  in  high  spirits  or  low  according  to  circum- 
stances, and  who,  happily,  was  not  altogether  free  from  the  foi- 
bles which  belong  to  humanity. 

In  view  of  his  person  and  his  life  and  his  achievements,. how 
much  more  congenial  and  attractive  is  our  Washington  when 
thus  understood.  He  is  of  us.  He  is  a  man  of  our  kind.  He  is 
one  whom  we  know.    We  can  be  his  friends,  can  look  into  his 


400  ART  OF   PHONOGRAPHY. 

noble  face,  can  grasp  his  hand,  can  listen  to  his  words,  can  ex- 
change thoughts  with  him,  can  love  him  as  we  could  not  if  he 
were  of  another  order  of  creation. 

We  of  this  generation  have  come  to  know  Washington  better 
than  he  was  known  by  our  grandsires,  though  we  are  so  much 
further  away  from  him  than  they  were.  We  think  he  is  to  us 
more  of  a  man,  more  of  an  American,  and  less  of  a  demigod, 
than  he  was  to  them.  Thus  he  is  exalted  in  our  eyes.  Thus  he 
stands  higher  in  our  affections  than  he  stood  in  those  of  the 
American  j-outh  of  fifty  or  sixty  years  ago,  to  whom  he  was  as  a 
statue  of  Penteliean  marble. 

We  have  come  to  know  him  the  better  through  the  revelations 
made  in  his  o.wn  letters  and  in  the  letters  of  his  contemporaries 
which  have  been  printed ;  through  the  reminiscences  of  his  ac- 
quaintances; through  the  perusal  of  documents  and  reports  that 
can  now  be  obtained ;  through  the  publication  of  more  satisfac- 
tory biographies  of  him ;  and  through  a  closer  study  of  his  per- 
sonalit}'  and  deeds  from  his  early  days  till  the  close  of  his  life. 
It  is  thus  possible  to  get  a  more  satisfactory  comprehension  of 
his  real  nature  than  it  was  in  other  times. 

He  grows  upon  his  country  and  the  world  with  the  procession 
of  the  generations  as  he  is  seen  the  more  distinctly  and  truly. 
He  is  the  noblest  national  hero  seen  in  any  country  of  the  earth 
since  the  creation  of  man. 

The  revival  in  these  days  of  what  we  may  call  Washingtonism 
is  most  pleasant  to  contemplate.  It  means  the  strengthening  of 
the  republic,  the  renewal  of  its  pristine  spirit,  the  purification  of 
politics,  and  the  animation  of  patriotism.  The  name  of  Wash- 
ington is  synonymous  with  all  that  is  desirable  and  glorious  in 
American  life. 

We  are  especially  well  pleased  to  know  that  the  school  chil- 
dren all  over  the  United  States  will  to-day  celebrate  the  birthday 
of  our  Washington  as  they  never  celebrated  it  before.  It  is  an 
excellent  idea  to  furnish  a  portrait  of  him  to  every  schoolhouse 
in  this  city.  The  boy  or  the  girl  who  looks  upon  that  portrait  will 
be  a  better  American  through  life.  It  is  an  engaging  lesson  in 
truthfulness,  honor,  and  gracefulness.  It  is  an  illustration  of 
the  highest  and  best  qualities  of  the  human  mind. 

Honor  ever  to  the  name  of  the  Father  of  his  Country! — From 
the  If.  ¥.  Sun,  February  22,  1895. 


KEY  TO  READING  EXERCISES.  401 

SPEECH  BY  DANIEL  WEBSTER. 

I  owe  the  honor  of  this  occasion,  and  I  esteem  it  an  uncom- 
mon and  extraordinary  honor,  to  the  young  men  of  this  city  of 
Albany ;  and  it  is  my  first  duty  to  express  to  these  young  men 
my  grateful  thanks  for  the  respect  they  have  manifested  towards 
nje.  Nevertheless,  I  do  not  mistake  you,  or  your  object,  or  your 
pui-pose.  I  am  proud  to  take  to  myself  whatever  may  properly 
belong  to  me,  as  a  token  of  personal  and  political  regard  from 
you  to  me.  But  I  know,  yoiuig  men  of  Albany,  it  is  not  I,  but 
the  cause ;  it  is  not  I,  but  your  own  generous  attachments  to 
your  country ;  it  is  not  I,  but  the  constitution  of  the  Union 
which  has  bound  together  your  ancestors  and  mine,  and  all  of 
us,  for  more  than  half  a  century.  It  is  this  that  has  brought 
you  here  to-day  to  testify  your  regard  towards  one  who,  to  the 
best  of  his  humble  ability,  has  sustained  that  cause  before  the 
country. 

I  am  requested  by  those  who  invited  me,  to  signify  my  senti- 
ments on  the  state  of  public  affairs  in  this  country,  and  the  in- 
teresting questions  which  are  before  us.  This  proves,  gentle- 
men, that  in  their  opinion  there  are  questions  sometimes  arising 
which  range  above  all  party,  and  all  the  influences  and  consider- 
ations and  interests  of  party.  What  are  the  questions  which  are 
overriding,  subduing,  and  overwhelming  party,  uniting  honest, 
well-meaning  persons  to  lay  party  aside,  to  meet  and  confer  for 
the  general  public  weal  ?  I  shall,  of  course,  not  enter  at  large 
into  many  of  these  questions,  nor  into  any  lengthened  discus- 
sion of  the  state  of  public  affairs,  but  shall  endeavor  to  state 
what  that  condition  is,  what  these  questions  are,  and  to  pro- 
nounce a  conscientious  judgment  of  my  own  upon  the  whole. 
The  last  Congi-ess  passed  laws  called  adjustment  measures,  or 
settlement  measures ;  laws  intended  to  put  an  end  to  certain  in- 
ternal and  domestic  controversies  which  existed  in  the  country, 
and  some  of  them  for  a  long  time.  These  laws  were  passed  by 
the  constitutional  majorities  of  both  Houses  of  Congress.  They 
received  the  constitutional  approbation  of  the  President.  They 
are  the  laws  of  the  land.  To  some  or  all  of  them,  indeed  to  all 
of  them,  at  the  time  of  their  passage,  there  existed  warm  and 
violent  opposition.  None  of  them  passed  without  heated  dis- 
cussion.   Government  was  established  in  each  of  the  territories 

26 


402  ART  OF  PHONOGRAPHY. 

of  New  Mexico  and  Utah,  but  not  without  opposition.  The 
boundary  of  Texas  was  to  be  settled  by  compromise  with  that 
State,  but  not  without  determined  and  violent  opposition. 
These  laws  all  passed ;  and  as  they  have  now  become,  from  the 
nature  of  the  case,  irrepealable,  it  is  not  necessary  that  I  should 
detain  you  by  discussing  their  merits  and  demerits.  Neverthe- 
less, gentlemen,  I  desire  on  this  and  on  all  public  occasions,  in 
the  most  emphatic  and  clear  manner,  to  declare,  that  I  hold 
some  of  these  laws,  and  especially  that  which  provided  for  the 
adjustment  of  the  controversy  with  Texas,  to  have  been  essen- 
tial to  the  preservation  of  the  public  peace.  I  will  not  now 
argue  that  point,  nor  lay  before  you  at  large  the  circumstances 
which  existed  at  that  time, —  the  peculiar  situation  of  things  in 
so  many  of  the  Southern  States ;  or  the  fact  that  many  of  those 
States  had  adopted  measures  for  the  separation  of  the  Union ; 
the  fact  that  Texas  was  preparing  to  assert  her  rights  to  terri- 
tory which  New  Mexico  thought  was.  hers  by  right ;  and  that 
hundreds  and  thousands  of  men,  tired  of  the  pursuits  of  private 
life,  were  ready  to  rise  and  unite  in  any  enterprise  that  might 
open  itself  to  them,  e%'en  at  the  risk  of  a  direct  conflict  with  the 
authority  of  this  Government.  I  say,  therefore,  without  going 
into  the  argument  with  any  details,  that  in  March  of  1850,  when 
I  found  it  my  duty  to  address  Congress  on  these  important  top-  . 
ics,  it  was  my  conscientious  belief,  still  unshaken,  ever  since 
confirmed,  that  if  the  controversy  with  Texas  could  not  be  ami- 
cably adjusted,  there  must,  in  all  probability,  have  been  civil 
war  and  civil  bloodshed.  And  in  the  contemplation  of  such  a 
pi'ospeet,  it  was  of  little  consequence  on  which  standard  victory 
should  perch ;  although  in  such  a  contest  we  took  it  for  granted 
that  no  opposition  could  arise  to  the  authority  of  the  United 
States  that  would  not  be  suppressed. 

But  what  of  that  ?  I  was  not  anxious  about  the  military  con- 
sequences of  things ;  ^I  looked  to  the  civil  and  political  state  of 
things  and  their  results  ;  and  I  inquired  what  would  be  the  con- 
dition of  the  country  if  in  this  agitated  state  of  things,  if  in  this 
vastly  extended  though  not  generally  pervading  feeling  at  the 
South,  war  should  break  out,  and  bloodshed  should  ensue  in 
that  extreme  of  the  Union?  That  was  enough  for  me  to  inquire 
into  and  regard;  and,  if  the  chances  had  been  but  one  in  a 
thousand  that  such  would  have  been  the  result,  I  should  still 


KEY  TO  READING  EXERCISES.  403 

have  felt  that  that  one-thousandth  chance  should  be  guarded 
against  by  any  reasonable  sacrifice ;  because,  gentlemen,  san- 
guine as  I  am  for  the  future  prosperity  of  the  country,  strongly 
as  I  believe  now,  after  what  has  passed,  and  especially  after 
those  measures  to  which  I  have  referred,  that  it  is  likely  to  hold 
together,  I  yet  believe  firmly  that  this  Union,  once  broken,  is 
utterly  incapable,  according  to  all  human  experience,  of  being 
reconstructed  in  its  original  character,  of  being  re-cemented  by 
any  chemistry  or  art  or  effort  or  skill  of  man.  Now,  gentle- 
men, let  us  pass  from  those  measures  which  are  now  accom- 
plished and  settled.  California  is  in  the  Union,  and  cannot  be 
got  out ;  the  Texas  boundary  is  settled,  under  provision  of  law, 
according  to  accustomed  usage  in  former  eases ;  and  these 
tilings  may  be  regarded  as  settled. 

But  then  there  was  another  subject,  equally  agitating  and 
equally  imtating,  which,  in  its  nature,  must  always  be  subject 
to  consideration  or  proposed  amendment,  and  that  is  the  fugi- 
tive slave  law  of  1850,  passed  at  the  same  Session  of  Con- 
gress. Allow  me  to  advert,  very  shortlj',  to  what  I  consider  the 
ground  of  the  law.  You  know,  and  I  know,  that  it  was  very 
much  opposed  in  the  Northern  States ;  sometimes  with  argu- 
ment not  unfair,  often  by  those  whirlwinds  of  fanaticism  that 
raise  a  dust  and  blind  the  eyes,  but  produce  nothing  else.  Now, 
gentlemen,  this  question  of  the  propriety  of  the  fugitive  slave 
law,  or  the  enactment  of  some  such  law,  is  a  question  that  must 
be  met.  Its  enemies  will  not  let  it  sleep  or  slumber.  They  will 
"  give  neither  sleep  to  their  eyes  nor  slumber  to  their  eyelids  " 
so  long  as  they  can  agitate  it  before  the  people.  It  is  with  them 
a  topic,  a  desirable  topic,  and  aU  know  who  have  much  experi- 
ence in  political  affairs,  that  for  party  men,  and  in  party  times, 
there  is  hardly  anything  so  desirable  as  a  topic.  Now,  gentle- 
men, I  am  ready  to  meet  this  question.  I  am  ready  to  say  that 
it  was  right,  proper,  expedient,  just,  that  a  suitable  law  should 
be  passed  for  the  restoration  of  the  fugitive  slaves  found  in  free 
States,  to  their  owners  in  the  slave  States.  1  am  ready  to  say 
that,  because  I  only  repeat  the  words  of  the  Constitution  itself, 
and  am  not  afraid  of  being  considered  a  plagiarist,  nor  a  feeble 
imitator  of  other  men's  language  and  sentiments,  when  I  repeat 
and  announce  to  every  part  of  the  country,  to  you  here,  and  at 
all  times,  the  language  of  the  Cooatitution  of  my  country. 


404  ART   OF  PHONOGRAPHY. 

Gentlemen,  before  the  Revolution  slavery  existed  in  the  South- 
em  States,  and  had  existed  there  for  more  than  a  hundred  years. 
We  of  the  North  were  not  guilty  of  its  introduction.  That  gene- 
ration of  men,  even  in  the  South,  were  not  guilty  of  it.  It  had 
been  introduced  according  to  the  policy  of  the  Mother  Country, 
before  there  was  any  independence  in  the  United  States ;  in- 
deed, before  there  were  any  authorities  in  the  Colonies  compe- 
tent to  resist  it.  Why,  gentlemen,  men's  opinions  have  so 
changed  on  this  subject,  and  properly,  the  world  has  come  to  so 
much  juster  sentiments,  we  can  hardly  believe,  that  which  is 
certainly  true,  that  at  the  peace  of  Aix-la-Chapelle,  in  1748,  the 
English  Government  insisted  on  the  fulfilment,  to  its  full  extent, 
of  a  condition  in  the  treaty  of  the  Assiento,  signed  at  Utrecht, 
in  1713,  by  which  the  Spanish  Government  had  granted  the  un- 
qualified and  exclusive  privilege  to  the  British  Government  of 
importing  slaves  into  the  Spanish  Colonies  in  America.  That 
was  not  then  repugnant  to  public  sentiment ;  happily,  it  would 
be  now. 

Miseries  of  War. 

Oh!  tell  me,  if  there  be  any  relenttngs  of  pity  in  your  bosom, 
how  could  you  endure  it  to  behold  the  agonies  of  the  dying  man 
as,  goaded  by  pain,  he  grasps  the  cold  ground  in  convulsive 
energy ;  or  faint  witli  the  loss  of  blood,  his  pulse  ebbs  low,  and 
the  gathering  paleness  spreads  itself  over  his  countenance,  or 
wrapping  himself  round  in  despair,  he  can  only  mark  by  a  few 
feeble  quiverings  that  life  still  lurks  and  lingers  in  his  lacerated 
body ;  or  lifting  up  a  faded  eye,  he  casts  on  you  a  look  of  im- 
ploring helplessness  for  that  succor  which  no  sympathy  can 
yield  him.  It  may  be  painful  to  dwell  thus  in  imagination  on 
the  distressing  picture  of  one  individual,  but  multiply  it  ten 
thousand  times  — say  how  much  of  all  this  distress  has  been 
heaped  together  on  a  single  field.  Give  us  the  arithmetic  of 
this  aecumiilated  wretchedness,  and  lay  it  before  us  with  all  the 
accuracy  of  ofiicial  computation,  and,  strange  to  tell,  not  one 
sigh  is  lifted  up  among  the  crowd  of  eager  listeners  as  they 
stand  on  tiptoe  and  catch  every  syllable  of  utterance  which  Is 
read  to  them  out  the  registers  of  death  !  Oh !  say  what  mystic 
spell  is  that  which  so  blinds  us  to  the  suffering  of  our  brethren ; 


KEY  TO  READING  EXERCISES.  405 

which  deafens  to  our  ear  the  voice  of  bleeding  humanity  when 
it  is  aggravated  by  the  shriek  of  dying  thousands ;  which  makes  • 
the  very  magnitude  of  tlie  slaughter  throw  a  softening  disguise 
over  its  cruelties  and  its  horrors ;  which  causes  us  to  eye  with 
indifference  the  field  that  is  crowded  with  the  most  revolting 
abominations,  and  arrests  that  sigh  which  each  individual  would 
singly  have  drawn  from  us,  by  the  report  of  the  many  that  have 
fallen  and  breathed  their  last  in  agony  along  with  him. — 
Chalmers. 

Sources  of  Legal  Knowledge. 

I  shall  not  here  attempt  to  give  you  an  accurate  definition 
of  law.  Not  less  than  twenty  have  been  proposed,  with  each 
of  which  hypercriticism  might  perhaps  find  some  fault.  But 
thus  much  may  be  safely  said:  the  term  law,  though  used  in 
a  gi'eat  variety  of  relations,  always  means  an  established  rule. 
Thus,  whether  we  speak  of  the  laws  of  God  or  of  man,  of  matter 
or  of  mind,  we  uniformly  refer  to  those  established  rules  of 
action  or  operation  which  belong  to  the  subject  matter  in 
question.  And  it  was  in  this  comprehensive  sense  that  Hooker 
spoke  of  law  when  he  said:  "Her  seat  is  the  bosom  of  God, 
and  her  voice  the  harmony  of  the  world ;  all  things  in  heaven 
and  earth  do  her  homage ;  the  very  least  as  feeling  her  care, 
and  the  greatest  as  not  exempted  from  her  power."  But  our 
inquiries  relate  only  to  that  class  of  laws  which  are  denom- 
inated municipal,  and  which  comprehend  the  established 
regulations  of  political  society.  And  it  was  of  law  in  this 
sense  that  Burke  spoke  when  he  called  it  "the  pride  of  the 
hun\an  intellect,  and  the  collected  wisdom  of  ages ;  combining 
the  principles  of  original  justice  with  the  boundless  variety 
of  human  concerns."  Blackstone  also  describes  it  as  "a  science 
which  distinguishes  the  criterions  of  right  and  wrong ;  which 
teaches  to  establish  the  one,  and  to  prevent,  punish,  or  redress 
the  other;  which  employs  in  its  theory  the  noblest  faculties 
of  the  soul,  and  exerts  in  its  practice  the  cardinal  virtues  of 
the  heart ;  a  science  which  is  universal  in  its  use  and  extent, 
accommodated  to  each  individual,  yet  comprehending  the  whole 
community."  Nor  can  such  language  be  deemed  extravagant ; 
for  municipal  law  is  indeed  the  grand  regulator  of  human 


406  ART  OF  PHONOGRAPHY. 

aflfairs.  Its  functions  may  be  appropriately  compared  to  those 
of  gravitation.  If  you  could  imagine  even  a  momentary  sus- 
pension of  that  great  law  which  regulates  the  universe  of  matter, 
keeping  the  minutest  particle  as  well  as  the  mightiest  mass  in 
its  proper  condition,  the  stupendous  confusion  which  would 
thence  result,  and  which  we  designate  by  the  fearful  name  of 
chaos,  furnishes  a  strong  but  faithful  illustratign  of  that  social 
disorder  which  would  as  certainly  result  from  the  suspension 
of  municipal  law,  and  which  we  designate  by  the  hardly  less 
fearful  name  of  anarchy.  It  is  to  be  remembered,  also,  that 
just  in  proportion  as  society  advances  in  civilization,  the  im- 
portance of  mimicipal  law  becomes  greater  and  its  functions 
more  complicated.  Barbarians  need  few  laws,  because  they 
have  few  interests  to  be  regulated  by  law ;  but  every  step  in 
the  progress  of  improvement  gives  occasion  for  adding  to  the 
body  of  law  some  new  provision,  until  the  aggregate  becomes 
formidable  to  the  boldest  mind.  "What  could  once  be  written 
upon  ten  or  twelve  tables  anon  spreads  over  thousands,  until 
the  practice  of  law  becomes  a  distinct  avocation,  and  a  thorough 
comprehension  of  all  its  infinite  details  requires  the  labor  of 
a  long  and  industrious  life.  Moreover,  the  criterions  of  law 
are  not  like  those  of  other  sciences.  When  the  question  is, 
What  is  the  law  regulating  a  given  matter?  it  resolves  itself 
into  two  others:  Who  has  the  law-making  power  in  reference 
to  this  matter?  and  What  has  this  power  in  fact  ordained? 
Now,  you  cannot,  as  in  natural  science,  resolve  these  questions 
by  analysis  or  induction.  You  cannot  apply  to  them  the  prin- 
ciples of  mathematical  demonstration.  They  cannot  be  reached 
by  reasoning  a  priori.  Nor  can  you,  as  in  ethics,  appeal  to  the 
monitor  within.  Conscience  may  inform  you  what  the  moral 
law  is,  and  what  the  municipal  law  ought  to  be ;  but  it  might 
greatly  mislead  you  as  to  what  the  municipal  law  actually  is. 
To  determine  this,  you  must  search  the  voluminous  records  of 
law  until  you  find  the  positive  regulation;  in  which  constant 
searching  chiefly  consists  the  labor  of  a  lawyer. 

An  Erratic  Genius. 

Keokuk,  a  long  time  ago,  was  an  occasional  loafing-place 
of  that  erratic  genius,  Henry  Clay  Dean.    I  believe  I  never  saw 


KEY  TO  READING  EXERCISES.  407 

him  but  once,  but  he  was  much  talked  of  when  I  lived  there. 
This  is  what  was  said  of  him : 

He  began  life  poor  and  without  education.  But  he  educated 
himself — on  the  curb-stones  of  Keokuk.  He  would  sit  down 
on  a  curb-stone  with  his  book,  careless  or  unconscious  of  the 
clatter  of  commerce  and  the  tramp  of  the  passing  crowds,  and 
bury  himself  in  his  studies  by  the  hour,  never  changing  his 
position  except  to  draw  in  his  knees  now  and  then  to  let  a 
dray  pass  unobstructed;  and  when  his  book  was  finished,  its 
contents,  however  abstruse,  had  been  burnt  into  his  memory, 
and  were  his  permanent  possession.  In  this  way  he  acquired 
a  vast  hoard  of  all  sorts  of  le:aming,  and  had  it  pigeon-holed 
in  his  head  where  he  could  put  his  intellectual  hand  on  it  when- 
ever it  was  wanted.  His  clothes  differed  in  no  respect  from 
a  "wharf -rat's,"  except  that  they  were  raggeder,  more  ill- 
assorted  and  inharmonious  (and  therefore  more  extravagantly 
picturesque),  and  several  layers  dirtier.  Nobody  could  infer 
the  master-mind  in  the  top  of  that  edifice  from  the  edifice  itself. 
He  was  an  orator  —  by  nature  in  the  first  place,  and  later  by 
the  training  of  experience  and  practice.  When  he  was  out  on 
a  canvass,  his  name  was  a  loadstone  which  drew  the  farmers 
to  his  stump  from  fifty  miles  around.  His  theme  was  always 
politics.  He  used  no  notes,  for  a  volcano  does  not  need  notes. 
In  1862,  a  son  of  Keokuk's  late  distinguished  citizen,  Mr. 
Claggett,  gave  me  this  incident  concerning  Dean : 

The  war  feeling  was  running  high  in  Keokuk  (in  '61),  and  a 
great  mass  meeting  was  to  be  held  on  a  certain  day  in  the  new 
Athenaeum.  A  distinguished  stranger  was  to  address  the  house. 
After  the  building  had  been  packed  to  its  utmost  capacity  with 
sweltering  folk  of  both  sexes,  the  stage  stiU  remained  vacant, — 
the  distinguished  stranger  had  failed  to  connect.  The  crowd 
gi-ew  impatient,  and  by  and  by  indignant  and  rebellious.  About 
this  time  a  distressed  manager  discovered  Dean  on  a  curb-stone, 
explained  the  dilemma  to  him,  took  his  book  away  from  him, 
rushed  him  into  the  building  the  back  way,  and  told  him  to  make 
for  the  stage  and  save  his  country. 

Presently  a'  sudden  silence  fell  upon  the  grumbling  audience, 
and  everybody's  eyes  sought  a  single  point, — the  wide,  empty, 
carpetless  stage.  A  figure  appeared  there  whose  aspect  was 
familiar  to  hardly  a  dozen  persons  present.    It  was  the  scare- 


408  ART  OF   PHONOGRAPHY. 

crow  Dean, — in  foxy  shoes,  down  at  the  heels;  socks  of  odd 
colors,  also  "down";  damaged  trousers,  relics  of  antiquity,  and 
a  world  too  short,  exposing  some  inches  of  naked  ankle  ;  an  un- 
buttoned vest,  also  too  short,  and  exposing  a  zone  of  soiled  and 
wrinkled  linen  between  it  and  the  waist-band ;  shirt  bosom 
open;  long  black  handkerchief,  wound  round  and  round  the 
neck  like  a  bandage ;  bob-tailed  blue  coat,  reaching  down  to  the 
small  of  the  back,  with  sleeves  which  left  four  inches  of  forearm 
unprotected;  small,  stiff-brimmed  soldier-cap  hung  on  a  comer 
of  the  bump  of — whichever  bump  it  was.  This  figure  moved 
gravely  out  upon  the  stage  and,  with,  sedate  and  measured  step, 
down  to  the  front,  where  it  paused,  and  dreamily  inspected  the 
house,  saying  no  word.  The  silence  of  surprise  held  its  own 
for  a  moment,  then  was  broken  by  a  just  audible  ripple  of  mer- 
riment which  swept  the  sea  of  faces  like  the  wash  of  a  wave. 
The  figure  remained  as  before,  thoughtfully  inspecting.  An- 
other wave  started, — laughter  this  time.  It  was  followed  by 
another,  then  a  third,  this  last  one  boisterous. 

And  now  the  stranger  stepped  back  one  pace,  took  off  his 
soldier-cap,  tossed  it  into  the  wing,  and  began  to  speak  with  de- 
liberation, nobody  listening,  everybody  laughing  and  whisper- 
ing. The  speaker  talked  on  unembarrassed,  and  presently  de- 
livered a  shot  which  went  home,  and  silence  and  attention 
resulted.  He  followed  it  quick  and  fast  with  other  telling 
things ;  warmed  to  his  work,  and  began  to  pour  his  words  out, 
instead  of  dripping  them ;  grew  hotter  and  hotter,  and  fell  to 
discharging  lightnings  and  thunder, —  and  now  the  house  began 
to  break  into  applause,  to  which  the  speaker  gave  no  heed, 
but  went  hammering  straight  on ;  unwound  his  black  bandage 
and  cast  it  away,  still  thundering;  presently  discarded  the  bob- 
tailed  coat  and  flung  it  aside,  firing  up  higher  and  higher  all  the 
time ;  finally  flung  the  vest  after  the  coat ;  and  then  for  an  un- 
timed  period  stood  there,  like  another  Vesuvius,  spouting  smoke 
and  flame,  lava  and  ashes,  raining  pumice-stone  and  cinders, 
shaking  the  moral  earth  with  intellectual  crash  upon  crash,  ex- 
plosion upon  explosion,  while  the  mad  multitude  stood  upon 
their  feet  in  a  solid  body,  answering  back  with  a  ceaseless  hur- 
ricane of  cheers,  through  a  thrashing  snow-storm  of  waving 
handkerchiefs. 

"When  Dean  came,"  said  Claggett,  "the  people  thought  he 


KEY  TO  READING  EXERCISES.  409 

was  an  escaped  lunatic ;  but  when  he  went,  they  thought  he  was 
an  escaped  archangel."  Mark  Twain,  in  "  Life  on  the  Missis- 
sippi "  (by  permission). 

Letter  No.  1. 

New  York,  July  3,  1895. 
The  New  England  Express  Co.,  Boston,  Mass. 

Gentlemen:  On  the  18th  of  last  month  we  sent,  via  your  com- 
pany, 4  cases  of  woolen  goods,  marked  F.  M.  Benham,  38  Court 
St.,  Bennington,  Vt.  We  have  a  letter  this  morning  from  Mr. 
Benham,  stating  that  the  goods  have  not  yet  been  received  and 
that  he  has  heard  nothing  fi-om  them. 

We  do  not  undei-stand  how  this  can  be  the  case,  and  cannot 
see  why  it  should  take  from  15  to  20  days  to  deliver  goods  at  a 
distance  of  less  than  400  miles. 

If  this  delay  is  necessary,  however,  we  should  much  prefer  to 
go  back  to  the  old-fashioned  but  seemingly  more  rapid  style  of 
delivery  known  as  the  "prairie  schooner." 

We  trust,  however,  that  such  occurrences  will  be  extremely 
rare  in  the  future,  and  that  you  will  at  once  send  a  tracer  after 
these  goods  and  find  their  whereabouts. 

Your  immediate  attention  to  this  matter  will  oblige, 
Very  truly, 


Letter  No  2. 

New  York,  April  6,  1895. 
Messrs.  Goodrich  &  Wild,  Atlanta,  Ga. 

Gentlemen  :  Your  favor  of  April  3d,  in  relation  to  our  in- 
voice of  March  28th,  came  duly  to  hand,  and  we  note  carefully 
what  you  say  in  reference  to  prices  charged  in  that  invoice. 

In  reply  we  would  say,  that  you  are  in  error  in  regard  to  our 
quotation  of  March  24th,  as  you  will  readily  see  by  reference  to 
our  letter  of  that  date.  The  price  you  name  for  No.  4  is  right, 
but,  as  we  then  stated,  on  Nos.  6  and  8  we  cannot  allow  more 
than  25  per  cent,  off  from  list,  or  $.90  net. 

Trusting  that  you  will  find  we  are  correct  in  this  matter,  and 
awaiting  j-our  further  orders,  we  remain. 
Yours  respectfully, 


410  ART  OF  PHONOGRAPHY. 

Letter  No.  3. 

New  York,  September  3d,  1895, 
Providence  Brass  &  Copper  Co.,  Providence,  R.  I.: 

Gentlemen  :  We  have  on  hand  in  the  neighborhood  of  five  thou- 
sand pounds  scrap  copper  which  we  should  be  glad  to  sell  you 
if  you  can  make  use  of  same. 

This  scrap  consists  entirely  of  the  trimmings  of  the  disks 
which  you  have  made  for  us  during  the  past  year.  It  is  packed 
in  barrels  and  boxes,  ready  for  shipment,  is  fx'ee  from  oil  and 
dirt,  and  can  be  recast  directly  without  undergoing  any  cleansing 
process  whatever. 

We  send  you  by  express  to-day  a  sample  of  the  scrap,  and 
will  guarantee  the  whole  lot  to  run  as  good  if  not  better  than 
the  sample  sent. 

Kindly  let  us  know  at  once  what  this  is  worth  to  you  F.  O. 
B.  steamer,  and  oblige 

Very  truly  yours, 


Letter  No.  4. 

New  York,  April  19,  1895. 
Messrs.  McKay  &  Mull,  281  East  Twenty-third  St.,  City. 

Gentlemen :  Your  favor  of  the  17th  inst.  came  duly  to  hand 
this  morning,  and  we  note  very  carefully  all  you  say  regarding 
the  packing  of  the  goods  on  your  export  order  inclosed  in  same. 

In  reply  we  beg  to  assure  you  that  we  will  carry  out  your  in- 
structions to  the  letter,  and  have  no  reason  to  believe  that  the 
entire  shipment  will  not  arrive  in  as  good  condition  as  when 
packed. 

We  shall  use  tin-lined  cases,  and  shall  solder  the  joints,  mak- 
ing them  practically  air-tight.  In  our  judgment  it  is  the  only 
method  by  which  moisture  can  be  kept  out,  and  during  a  long 
sea  voyage  the  salt  air  is  very  liable  to  attack  and  rust  the  pol- 
ished parts  of  the  machine,  unless  this  is  done. 

We  shall  deliver  the  order  complete  at  the  docks  on  Wednes- 
day as  directed  by  you,  and  trust  that  your  customer  will  find 
everything  to  his  satisfaction. 

Thanking  you  for  your  favors  in  the  past,  and  awaiting  a  con- 
tinuance of  same,  we  remain, 

Truly  yours, 


KEY  TO   READING   EXERCISES.  411 

Letter  No.  5. 

New  York,  February  26,  1895: 
Day  Novelty  Co.,  Palmer,  Mass. 

Gentlemen  :  Your  favor  of  the  20th  is  at  hand,  together  with 
catalogue  and  samples.  In  reply  we  hand  you  an  order  inclosed 
with  the  understanding  that  the  goods  are  sent  to  us  subject  to 
our  approval,  and  that  if  they  do  not  turn  out  to  our  satisfac- 
tion they  may  be  returned  within  60  days.  Unless  you  are  will- 
ing to  allow  us  this  privilege  we  do  not  feel  like  making  a  trade 
with  you  at  the  present  time,  as  we  are  between  summer  and 
winter  and  do  not  care  to  carry  over  a  large  stock  to  next 
season. 

We  will,  of  course,  do  our  very  best  to  make  a  prompt  sale  of 
the  articles  named  in  the  enclosed  order,  but,  as  it  is  a  question 
whether  or  not  we  can  do  so  at  this  late  day,  we  prefer  to 
receive  the  goods  subject  to  the  above-mentioned  terms. 

If  you  feel  that  you  can  consistently  comply  with  our  request, 
please  send  forward  the  order  at  once. 
Yours  truly, 


Letter  No.  6. 

Chicago,  III.,  August  1, 1895. 
The  United  States  Advertising  Co., 

312  White  St.,  New  York  City. 

Gentlemen  :  We  are  about  making  our  advertising  contracts 
for  1895,  and  would  be  pleased  to  have  you  quote  us  bottom 
price  for  say  five  inches  single-column  ad.,  in  200  provincial 
weekly  papers  ha\'ing  a  circulation  of  not  less  than  1500  each. 

We  should  also  like  price  on  a  similar  list  in  Great  Britain,  of 
about  100  monthly  publications,  in  which  we  would  wish  to  insert 
an  ad.  of  about  225  words. 

These  advertisements  in  both  cases  to  run  for  the  entire  year 
1895. 

We  inclose  copy  for  both  home  and  foreign  use,  from  which 
you  can  get  some  idea  as  to  the  space  necessary  for  a  proper 
display.  Cuts  will  be  furnished  by  ourselves,  and  the  type  mat- 
ter must  be  followed  as  closely  as  possible. 

Kindly  let  us  hear  from  you  at  once,  giving  us  full  informa- 


412  ART   OF  PHONOGRAPHY. 

tion  in  regard  to  this  matter,  as  the  time  is  already  very  short 
and  we  wish  to  make  the  contracts  without  unnecessary  delay. 
/  Very  truly, 


Letter  No.  7. 

New  York,  February  25,  1895. 
Messrs.  Preston  &  Harrison,  Princeton,  N.  J. 

Gentlemen  :  Your  favors  of  the  16th  and  21st  inst.  came  duly 
to  hand  in  the  absence  of  the  writer,  which  explains  the  delay 
in  our  reply. 

We  have  entered  orders  No.  810  and  812,  and  the  goods  are 
now  in  the  hands  of  the  shipping  clerk,  and  will  go  forward  to- 
day by  express. 

We  must,  however,  decline  to  till  order  No.  811  until  we  have 
some  better  and  more  satisfactory  information  concerning 
Hynes  &  Co.,  as  we  do  not  think  it  would  be  wise  to  ship  so 
large  an  order  to  a  comparatively  strange  house.  We  do  not 
find  their  rating  in  any  of  the  commercial  agencies,  and  would 
ask  you  to  look  into  the  matter  carefully  and  wire  us  any  and 
all  information  you  can  get  with  reference  to  same. 

We  are  somewhat  surprised  that  you  gave  Myers  such  a  low 
figure,  but  suppose  it  is  an  export  order  and  for  immediate  ship- 
ment. 

We  send  you  inclosed  our  new  list,  which  will  go  into  effect 
March  15.  Please  examine  same  carefully  and  only  take  orders 
upon  the  basis  of  this  list. 

Yours  respectfully, 


Letter  No.  8. 

New  Orleans,  November  3,  1895. 
Pennsylvania  Cigar  Company,  Reading,  Pa. 

Gentlemen  :  I  have  sent  you  by  to-day's  express  the  proof  of 
the  new  sample  card,  lettered  according  to  your  instructions, 
and  which  I  trust  will  please  you  in  every  respect. 

I  have  followed  as  closely  as  possible  the  lines  laid  down  in 
your  favor  of  the  23d  ult.,  and  am  myself  well  pleased -with  the 
result. 


KEY  TO   READING  EXERCISES.  413 

Please  examine  the  card  very  carefully  when  received,  and 
report  without  delay,  when,  if  it  is  satisfactory,  I  will  go  ahead 
and  get  the  first  lot  out. 

As  I  understand  the  matter,  delivery  is  to  be  made  in  lots  of 
five  thousand  each;  first  delivery  to  be  made  on  or  before 
December  15,  and  the  entire  lot  to  be  in  your  hands  January  1, 
1895.     Is  this  correct  f 

Kindly  let  us  hear  from  you  at  your  earliest  convenience  and 
oblige, 

Yours  respectfully, 


Letter  No.  9. 

New  York,  January  10,  1895. 
Messrs.  G.  W.  Robinson  &  Co.,  Greenwich,  Conn. 

Gen&emen  :  Your  favor  of  the  8th  inst.  is  at  hand.  We  send 
you  by  this  mail  copy  of  our  illustrated  catalogue,  on  page  76 
of  which  you  will  find  cuts  and  price-list  of  articles  required. 
These  can  either  be  had  separately  or  in  combination,  as  may 
be  desired. 

Messrs.  Grott  &  Co.,  of  your  town,  act  as  our  agents  and  can 
sell  you  at  our  prices,  making  you  a  considerable  saving  in  time 
and  cost  of  transportation.  We  have  sent  yoiir  letter  to  them, 
requesting  that  they  see  you  at  once  regarding  this  matter. 
As  soon  as  we  receive  your  order  through  them  we  will  give 
it  prompt  attention  and  will  guarantee  the  safe  arrival  of  the 
machines  and  parts. 

Trusting  you  may  favor  Messrs.  Grott  &  Co.  with  your  order, 
we  remain, 

Yours  respectfully, 


Letter  No.  10. 

New  York,  August  19,  1895. 
Messrs.  Newton  &  Mason.  Philadelphia,  Pa. 

Gentlemen :  Yours  of  the  2d  instant  is  at  hand  and  contents 
carefully  noted. 

Inclosed  please  find  order  for  goods  to  go  to  Chicago  under 
same  conditions,  prices,  and  terms  as  order  No.  9. 


414  ABT  OF  PHONOGRAPHY. 

Kindly  do  the  very  best  you  can  for  us  in  the  matter  of  trans- 
portation and  hasten  the  goods  forward  with  all  possible  speed. 

Inclosed  we  hand  you  check  covering  amount  of  invoice,  and 
trust  that  the  same  will  be  found  entirely  satisfactory. 

We  are  greatly  encouraged  by  the  ready  sale  of  the  goods 
ordered  July  15,  and  presume  we  shall  be  in  a  position  to  send 
larger  and  more  valuable  orders  in  the  near  future. 

Please  acknowledge  receipt  of  check  and  oblige, 
Yours  respectfully, 


Letter  No.  11. 

Xenia,  Ohio,  May  18,  1895. 
Mrs.  p.  L.  Ross,  San  Francisco,  Cal. 

Dear  Madam  :  Your  favor  dated  May  11th  is  at  hand  and  in 
reply  we  would  say,  we  send  you  to-day,  under  separate  cover,  a 
catalogue  descriptive  of  the  "  Florence"  studio  kiln,  to  which  we 
ask  your  kind  attention. 

Regarding  this  kiln  we  have  to  say  that  it  has  many  points  of 
superiority  over  any  other  appliance  of  its  nature  ever  pre- 
sented to  the  public,  and  in  view  of  the  fact  that  thousands 
have  been  sold  without  complaint  to  the  manufacturers,  with- 
out a  single  failure  recorded  against  it  to  perform  its  work  to 
the  entire  satisfaction  of  the  purchaser,  we  feel  justified  in 
stating  that  it  is  practically  a  pei*fect  kiln. 

A  kiln  that  will  fail  to  fire  china  perfectly  in  every  case  is 
an  expensive  affair,  no  matter  what  inducements  are  offered  to 
the  purchaser,  as  one  kiln  full  of  ruined  china  means  in  many 
cases  more  than  the  first  cost  of  the  kiln. 

It  would  afford  us  much  pleasure  to  fill  your  order,  and  we  can 
assure  you  that  in  purchasing  the  "Florence"  you  will  get  the 
best  there  is. 

Very  truly, 

AIDS  TO   THE  ADVANCED  LEARNER. 

1094.  When  the  student  of  Phonography,  after  having  gone 
through  the  instruction  book,  makes  his  first  essay  at  writing 
phonographically  the  words  of  the  language,  as  they  actually 


AIDS  TO  THE  ADVANCED  LEARNER.  415 

occur  in  sentences,  paragraphs,  articles,  speeches,  etc.,  he  is 
apt, —  indeed,  he  is  almost  sure, —  to  become  more  or  less  con- 
fused in  his  attempts  to  apply  correctly  the  rules  and  principles 
of  the  Art,  with  which,  if  taken  separately,  he  may  be  quite 
familiar.  To  be  able  to  determine  at  once,  as  one  goes  along, 
just  what  words  are  to  be  written  with  isolated  outlines,  and 
what  groups  of  words  should  be  included  in  phrase-signs,  re- 
quires close  attention  and  some  practice.  And  yet,  no  one  is 
fully  qualified  to  write  phonography  as  it  should  be  written 
until  he  has  acquired  the  ability  to  do  this  very  thing.  There- 
fore, for  the  purpose  of  providing  a  sort  of  support  or  help  past 
this  critical  point  in  the  phonographer's  career,  so  that  he  will 
thereafter  be  fitted  to  proceed  alone,  the  following  series  of 
exercises  have  been  prepared,  which  are  so  marked  by  means 
of  well-known  printers'  signs,  that  the  writer  will  find  little  or 
no  difficulty  in  rendering  them  properly  in  phonographic  forms. 
The  signs  of  the  vowels  need  not  be  inserted,  as  these  exercises 
are  intended  for  training  on  consonant-outlines  of  words  and 
phrases. 


EXPLANATION   OF   THE   USE   OF   THE   SIGNS. 

1095.  The  following  is  an  explanation  of  the  use  of  the  vari- 
ous signs,  or  punctuation-marks,  that  are  employed  in  these 
exercises : 

0  —  "Marks  of  Parenthesis"  inclose  words  that  are  writ- 
ten with  a  Phrase-sign ;  thus:  (at  last),  (few  persons), 
etc.  Although  usually  by  the  term  "  phrase-sign  "  is 
meant  a  connected  outline  which  stands  for  two  or 
more  words,  yet  there  are  exceptions  to  that  rule.  See 
paragraphs  906,  950,  962,  969.  993,  1028,  h. 
t — A  "  dagger,"  placed  before  and  close  to  a  word,  de- 
notes Proximity.  See  615,  IT.  When  two  outlines  are 
thus  brought  in  proximity,  they  are  treated  as  belong- 
ing to  a  phonographic  phrase,  although  their  signs  aj'6 
not  connected ;  thus,  (most  fconclusive),  (they  are 
tconsumed),  etc. 
\ — An  "inverted  dagger"  denotes  Fourth  Position.  See 
1028,  6. 


416  AET  OF  PHONOGRAPHY. 

t  — A  "double  dagger"  denotes  both  Fourth  Position  aud 
Proximity  ;  that  is,  that  an  outline  is  not  only  written 
in  the  "fourth-position"  (the  to  being  omitted),  but  is 
placed  close  to  the  preceding  outline  ,  thus,  (intendt  to 
complain),  (said  tto  contain),  etc. 
* — An  "  asterisk  "  marks  a  word  that  is  not  written  in  the 
position  indicated  by  its  vowel  (or  accented  vowel) ; 
as  "go,"  " any,"  " own,"  " other,"  etc.  See  816. 
Italics — ^When  a  word  is  printed  in  italic  letters,  it  indicates 
that  it  is  written  with  an  abbreviated  outline.  A  few 
words,  like  are,  our,  etc.,  that  are  written  in  an  ex- 
ceptional manner,  are  also  embraced  in  this  class. 
Words  so  printed  are  usually  to  be  found  in  the  List 
of  Abbreviations,  pages  293  to  300. 


FROM   "THE  SWISS  FAMILY  ROBINSON." 

(/  cannot  tell)  (how  glad)  (we  all)  were  (when  we)  (at  last) 
(saw  a)  change  (in  the)  sky,  and  felt  once  more  the  warm  rays 
(of  the)  sun.  (In  a)  (few  days)  the  floods  sank  (in  the)  earth, 
{and  left  the)  ground  {of  a)  bright  green  hue;  the  air  grew  warm 
{and  dry),  and  (there*  were)  (no  more)  dark  clouds  (|to  be  seen) 
(in  the)  sky. 

(We  found*)  our  young  trees  had  (put  forth)  new  leaves,  (and 
the)  seed  (wp  had)  sown  had  come  up  (through  the)  moist  ground. 
The  air  {had  a)  fresh  sweet  smell,  (for*  it)  (bore  the)  scent  ( oj 
the)  bloom  which*  hung  like  snow-flakes  (on  the)  boughs  {of  the) 
(fruit  trees);  the  songs  and  cries  {of  the)  birds  were  (jto  be) 
heard  (on  all  sides),  and  (we  could)  see  them  fly  (from  tree  to 
tree)  (in  search  of)  twigs  (jto  bidld)  their  nests.  This  {mfact) 
{was  the)  (spring  of  the  year),  when  all  things  (put  forth)  nexc 
life;  and  (we  knew)  {that  the)  time  was  now  come  when  (we  could) 
once  more  (range  the)  woods  and  till  the  soil,  {and  this)  made 
the  boys  leap  for*  joy. 

Some  planks  {had  been)  (blown  off  the)  roof  {of  The)  Nest, 
{and  the)  rain  had  got  in  {here  and  there ;  so  our  first  job  was  (to 
mend)  our  house,  and  make  it  fit  (jto  sleep)  in. 

(This  done),  Jack,  Fritz  {and  I )  set  out  to  Tent  House.  (We 
found*)  it  (in  a)  sad  state.     The  storm  had  (thrown  down  the) 


AIDS  TO  THE  ADVANCED  LEARNER.      417 

tent,  (blown  off)  (some  of  the)  (sail  cloth),  (arid  let)  (in  the) 
rain  (on  our)  casks,  (some  of  which)  held*  a  (store  of  food). 
Our  boat  was  still  safe,  (but  the)  raft  of  tubs  had  (broke  up),  and 
what  (there*  was)  left  (of  it),  lay  in  splints  (on  the)  shore. 

Our  loss  (in  the)  storm  {had  heen)  so  great  that  (I le\t)  (we 
ought)  (at  once)  (to  seek)  (for*  some)  place  (on  the)  rocks 
where*  (we  could)  put  (what  was)  left. 

(We  went)  all  round  (he  cliffs  (in  the)  hope  (that  we)  might 
find  a  cave,  but  (in  vain). 

"  (There*  is  no  way),  but  (to  hew)  one  (out  of  the)  rock,"  said 
Fritz,  "for*  (we  must  not  be)  beat." 

"(Well  said),  Fritz,"  said  Jack;  "(we  have)  (each  an)  ax. 
(Why  not)  try  this  cliff  (at  once)  t" 


VIRTUE  AND  POVERTY.- Dickens. 

(It  is  not)  easy  for*  (a  man)  (jto  speak  of)  (his  own)  books. 
(/  dare  say)  that  (few  persons)  (have  been)  more  interested  in 
mine  than  /,  and  (if  it  be)  (a  general)  principle  (in  nature)  (that 
a)  lover's  love  is  blind,  (and  that  a)  (mother's  love)  is  blind,  (I 
believe)  (it  may  be  said  of  an)  author's  attachment  (to  the)  crea- 
tures (of  his  own)  imagination,  {that  it  is  a)  perfect  model  (of 
tconstancy)  rtnr?  devotion,  (and  is  the)  blindest  (of  all). 

(But  the)  objects  and  purposes  (/have  had)  (in  view)  are  very 
plaiu  (and  simple),  (and  may  be)  easily  told,  (/have)  (always 
had)  (and  always)  (shall  have)  an  earnest  (and true)  (desire  tto 
(contribute),  («^<f  far  as)  (in  me)  lies,  (to  the  tcommon)  (stock  of) 
healthful  cheerfulness  and  enjoyment.  (/  have)  (always  had), 
(and  always)  (shall  have),  an  invincible  repugnance  (to  that) 
owl-eyed  philosophy  which*  (loves  the)  darkness,  and  winks  and 
scowls  (in  the)  light. 

(I  believe  that)  virtue  shows  (quite  as  well)  in  rags  and  patches, 
CIS  (she  does)  in  purple  and  fine  linen.  (/  believe  that)  she  and 
every  beautiful  object  m  external  nature  claims  some  sympathy 
(in  the)  breast  (of  the)  poorest  man  who  breaks  his  scanty  loaf 
(o/ daily  bread).  (/  believe  that)  she  goes*  barefoot  (as  well  as) 
shod.  (/  believe  that)  she  dwells  oftener  in  alleys  and  by-ways 
than  (she  does)  (in  courts)  and  palaces,  (and  that  it  is)  good  and 
pleasant  and  profitable  (+to  track)  her  out  and  follow  her. 

27 


418  AET  OF  PHONOGRAPHY. 

/  beUevethat)  (jto  lay)  one's  hand  upon  (some  of  those)  rejected 
ones  {whom  the)  world  has  too  long  forgotten,  and  (jtoo  often) 
misused,  and  (|to  say)  (to  the)  proudest  and  most  thoughtless, 
*'  These  creatures  {have  the)  same  elements  and  capacities  of 
goodness  as  yourselves,  (they  are)  moulded  (in  the)  same  form, 
and  (made  of  the)  same  clay;  and,  though  (ten  times)  ■worse 
(than  you),  may,  in  having  retained  anything*  (of  their)  original 
nature  amidst  the  trials  and  distresses  (of  their  tcondition),  be 
really  (ten  times)  better," — (/  believe  that)  (jto  do)  this  is  (|to 
pursue  a)  worthy  and  not  useless  vocation. 


THE  EEFORMER.— Gree%. 

Though  the  life  {of  tlie)  reformer  (may  seem)  rugged  and  ar- 
duous, (it  were)  hard  (|to  say  teonsiderately)  that  (any*  other) 
were  icorth  living  (at  all).  {Who  can)  thoughtfully  affirm  {that 
the)  career  {of  the  teonquering),  desolating,  subjugating  warrior; 
{of  the)  devotee  of  gold,  or  pomp,  or  sensual  joys;  the  monarch 
(in  his)  purple,  the  miser  (by  his)  chest, —  {is  not  a)  libel  (on 
humanity),  {and  an)  offence  against  God? 

{But  the)  earnest,  unselfish  reformer,  born  (into  a)  (state  of) 
darkness,  evil  and  suffering,  and  honestly  striving  (jto  displace) 
these  by  light  and  purity  and  happiness,  may  fall  and  die,  as  (so 
m&ny)  {have  done)  {before  him),  but  {he  cannot)  fail.  His  vindi- 
cation shall  gleam  {from  the)  walls  {of  his)  hovel,  his  dungeon, 
his  tomb;  it  shall  shine  (in  the)  radiant  eyes  of  uncorrupted 
childhood,  and  fall  in  blessings  {from  the)  lips  of  high-hearted 
generous  youth. 

{As  the)  untimely  death  {of  the)  good  {is  our)  strongest  moral 
assurance  {of  the)  resurrection,  (so  the)  life  wearily  (worn  out) 
(in  a)  doubtful  and  (perilous  teonflict)  tcith  wrong  and  woe  is 
our  (most  tconclusive)  evidence  i^af  wrong  and  woe  shall  yanish 
forever. 

Life  {is  a)  bubble  ivhich*  any*  breath  may  dissolve;  wealth  or 
power  a  snow-flake,  melting  momently  (into  the)  treacherous 
deep,  across  ichose  wave  (we  are)  floated  on  (jto  our)  unseen 
destiny;  but  (to  have)  lived  (so  that)  one  less  orphan  is  called 
(jto  choose)  between  starvation  and  infamy,  one'less  slave  (feels 


AIDS   TO   THE  ADVANCED  LEARNER.  419 

the)  lash  applied  in  mere  wantonness  or  cruelty, —  (to  have) 
lived  (so  that)  some  eyes  (o/  those)  whom  fame  shall  never  know 
are  brightened  and  others*  suffused  (at  the)  name  (o/  the)  be- 
loved one,  (so  that  the)  few  who  knew  Mm  truly  shall  recognize 
him  (as  the)  bright,  warm,  cheering  presence,  (which  was)  here 
(for'*  a)  season,  (and  left  the)  world  (no  worse)  (for*  his)  stay 
(in  it) ;  —  (this  is)  surely  (to  have)  really  lived,  and  not  wholly 
(in  vain). 


THE  DIGNITY  OF  hABOB,.— Hall. 

Tlie  dignity  0/ labor!  Consider  its  achievements!  Dismayed 
by  no  difficulty,  shrinking  from  no  exertion,  exhausted  by  no 
struggle,  ever  eager  for*  renewed  efforts  (in  its)  persevering 
promotion  0/ human  happiness,  ''clamorous  Labor  knocks  (with 
its)  hundred  hands  (at  the)  (golden  gate)  (of  the)  morning," 
obtaining  each  day,  through  succeeding  centuries,  fresh  bene- 
factions (for*  the  world). 

Labor  (clears  the)  forest,  and  (drains  the)  morass,  (and  makes 
the)  wilderness  rejoice  (and  blossom)  (as  the)  rose.  Labor  drives 
the  plow,  (scatters  the)  seed,  (reaps  the)  harvest,  grinds  the  com, 
(and  tconverts)  it  into  bread,  the  staff  of  life.  Labor  gathers 
the  gossamer  web  (of  the)  caterpillar,  the  cotton  {from  the) 
field,  (and  the)  fleece  (from  the)  flock,  and  wfflftves  them  into 
raiment,  soft  and  warm  and  beautiful  —  the  purple  robe  (of  the) 
prince  (and  the)  gray  gown  (of  the)  peasant  being  alike  its 
handiwork. 

Labor,  diving  deep  (into  the)  solid  earth,  (brings  up)  its  long- 
hidden  stores  of  coal  (jto  feed)  (t^n  thousand)  furnaces,  and 
in  millions  of  habitations  ( jto  defy  thi^  winter's  cold.  Labor 
hews  (down  the)  oak,  (shapes  the)  timber,  builds  the  ship,  and 
guides  it  (over*  the)  deep,  plunging  (through  the)  billows,  and 
wrestling  {with  the)  tempest,  (ito  bear)  (4to  our)  shores  the 
productions  of  every  clime.  Labor,  laughing  at  difficulties, 
spans  majestic  rivers,  pierces  th^  solid  mountain  (with  its) 
dark,  undeviatiug  tunnel,  blasting  rocks  and  filling  hollows. 
Labor  (draws  forth)  its  delicate  iron  thread,  and  stretching  it 
(from  city  to  city),  (from  continent  to  continent),  through 
mountains  and  (beneath  the)  sea,  realizes  (more  than)  fancy 


420  ART  OF   PHONOGRAPHY. 

ever  fabled,  while  (it  jconstruets)  a  chariot  (on  which)  speech 
may  outstrip  tlie  wind,  compete  {with  the)  lightning,  and  fly  as 
rapidly  as  thought  itself. 

Labor  seizes  the  thoughts  of  Genius,  the  discoveries  o/ Science, 
the  admonitions  0/ Piety,  and,  {with  its)  magic  types,  impressing 
the  vacant  page,  renders  it  pregnant  with  life  and  power,  per- 
petuating truth*  (4to  distant)  ages,  and  diffusing  it  (to  all) 
mankind.  ( Who,  teontemplating)  such  achievements,  tcill  deny 
{that  there  is)  dignity  in  Labor? 


A  PATRIOT'S  LAST   S>PEECB..— Emmet. 

Let  no  man  dare,  {when  I  am)  dead,  (^to  charge  me)  with 
dishonor!  Let  no  man  attaint  my  memory  by  believing  that  (/. 
could  have)  engaged  (in  any)  cause  {but  that)  (o/my  counti*y's) 
liberty  and  independence ;  (or  that)  (/  could  have)  {become  the) 
pliant  minion  of  power  (in  the)  oppression  or  miseries  {of  my) 
countrymen. 

{I  would  not  have)  submitted  (to  a)  foreign  oppressor  {for* 
the)  (same  reason)  {that  I  would)  (resist  the)  domestic  tyrant. 
(In  the)  dignity  of  freedom  (/  would  have)  fought  (upon  the) 
threshold  {of  my  country),  and  its  enemy  should  enter  only  by 
passing  over*  my  lifeless  corpse. 

(Am  7),  {wJio  lived)  but  {for*  my  country),  (and  who  have) 
subjected  myself  (to  the)  dangers  {of  the)  jealous  and  watchful 
oppressor  {and  the)  bondage  {of  the)  grave,  only  (to  give)  my 
countrymen  their  rights,  {and  my)  country  her  independence, — 
(am  I)  (4to  be)  loaded  tvith  calumny  and  not  suffered  (^to  resent) 
it  or  repel  it?    No !    God  forbid! 

(If  the)  spirits  {of  the)  illustrious  dead  participate  (in  the 
teoncems)  {and  cares)  {of  those  icho  are)  dear  (j.to  thetn)  (in 
this)  transitory  life,  O  ever  dear  and  venerated  shade  (of  my) 
departed  father,  (look  down)  tcith  scrutiny  (upon  the  tconduct) 
(of  your)  suffering  son,  and  see  (if  /have  ever)  {for*  a  moment) 
deviated  (from  those)  principles  0/ morality  fl«flf  patriotism  which 
(it  was  yom-)  care  (|to  instil)  (into  my)  youthful  mind,  and  (for* 
which)  (I  am  now)  about  (jto  offer)  up  (my  life). 

My  lords,  (you  are)  impatient  (for*  the)  sacrifice.  The  blood 
(which*  you)  seek  (is  not  tcoiigealed)  (by  the)  artificial  terrors 


AIDS  TO  THE  ADVANCED  LEARNER.  421 

which*  (surround  your)  victim ;  it  circulates  warmly  and  unruf- 
fled (through  the)  channels  which*  God  created /or*  noble  pur- 
poses, but  which  (you  are)  bent  (^to  destroy)  for*  purposes  so 
grievous  (that  they)  cry  (jto  heaven). 

Be  yet  patient;  (/have)  {but  a)few  words  (jto  say).  (Jam 
going*)  (to  my)  cold  and  silent  grave ;  my  lamp  of  life  is 
nearly  extinguished ;  my  race  is  run ;  the  grave  opens  (^to 
receive)  me,  {and  I)  sink  into  its  bosom !  (/  have)  (but  one) 
request  (|to  ask)  (at  my)  departure  {from  this  world), —  (it  is 
the)  charity  (of  its)  silence.  Let  no  man  write  my  epitaph ;  for* 
as  no  man  tcho  knows  my  motives  dare  now  vindicate  them,  let 
not  prejudice  or  ignorance  asperse  them.  Let  them  and  me 
repose  in  obscurity  and  peace,  {and  my)  tomb  remain  unin- 
scribed  until  other*  times  and  other*  men  can  do*  justice  (to 
my)  character.  When  (my  country)  takes  her  place  {among  the) 
nations  {of  the)  earth,  then,  and  not  (till  then),  let  my  epitaph 
be  written.     (/  have  done). 


FATE  OF  THE  INDLA.NS.— 5tory. 

Everywhere,  (at  the)  approach  {of  the)  (white  man),  the  In- 
dians fade  away.  We  hear  the  rustling  (of  their)  footsteps,  (like 
that  of  the)  withered  leaves  0/ autumn  ;  and  (they  are)  gone/or- 
ever.  They  pass  mournfully  (by  us),  {and  they)  return  (no 
more). 

Two  centuries  ago  i//e  smoke  (of  their)  wigwams  {and  the)  fire 
(of  their)  councils  rose  in  every  valley.  The  shouts  0/ victory 
{and  the)  war-dance  rung  (through  the)  mountains  {and  the) 
glades.  The  thick  arrows  a?id  deadly  tomahawk  whistled  (through 
the)  forests  ;  {and  the)  hunter's  trace  {and  the)  dark  encampment 
startled  the  (wild  beasts)  (in  their)  lairs. 

Where  now  (ore  the)  villages,  and  wairiors,  and  youth?  the 
sachems  (and  the)  tribes  ?  the  hunters  atid  their  families?  (They 
have)  perished.  (They  are  feonsuraed).  The  wasting  pestilence 
(has  not)  alone  (done  the)  mighty  work.  No, —  nor  famine,  nor 
war.  (There  has  been  a)  mightier  power,  a  moral  canker, 
M7(/c't*hath  eaten  (into  their)  heart -cores, —  a  plague  (which*  the) 
touch  (of  the)  (white  man  fcomraunicated), —  a  poison  which* 
betrayed  them  (into  a)  lingering  ruin.     The  winds  (of  the)  At- 


422  ART  OP  PHONOGRAPHY. 

lantic  face  (not  a)  single  region  which*  (they  may)  now  (call 
their  own). 

( Already  the)  last  feeble  remnants  (of  the)  race  are  (on  their) 
journey  (toward  the)  (setting  sim).  The  ashes  are  cold  (on  their) 
native  hearths.  The  smoke  no  longer  curls  round  their*  lowly 
cabins.  They  move  on  (with  a)  slow,  unsteady  step.  The  (white 
man)  is  (upon  their)  heels /or*  terror  or  despatch;  (but  they) 
heed  him  not."  They  turn  (jto  take)  (a  last)  look  (at  their)  de- 
serted villages.  They  cast  (a  last)  glance  (upon  the)  graves  (of 
their)  fathers.  They  shed  no  tears ;  they  utter  no  cries ;  (they 
have  no)  groans. 

(There*  is)  something  (in  their)  hearts  which*  passes  speech. 
(There*  is)  something  (in  their)  looks,  not  j(of  vengeance)  or  sub- 
mission, but  (of  hard)  necessity,  xchich*  stifles  both,  which* 
chokes  all  utterance.  (It  is)  courage,  absorbed  in  despair. 
They  linger  but  (for*  a  moment).  Their*  look  is  onward.  (They 
have)  passed  the  fatal  stream.  It  shall  (never  be)  repassed  (by 
them)  —  no,  never.  They  know  (and  feel)  (Hiat  there  is)  (for* 
them)  still  one  remove  farther,  not  distant  nor  unseen.  (It  is) 
(to  the)  general  burial-ground  (of  their)  race. 


MY  COUNTRY.— ic</are. 

Sir,  (I  dare  not)  trust  myself  (+to  speaTc  of)  my  country  (with 
the)  rapture  which*  /always  feel  when  (/fcontemplate)  /jer mar- 
vellous history.  (Wliat  is)  (\io  be  fcompared)  (with  it)  f  (On 
my)  return  (+to  it),  after  an  absence  o/only  four  years,  (I  was) 
filled  tcith  wonder  (at  all)  (I  saw)  (and  all)  /heard.  /  listened 
(4to  accounts)  of  voyages  (of  a)  thousand  miles  in  magnificent 
steamboats  (on  the)  waters  (of  those)  great  lakes  which*  but 
(the  other  day)  /left  sleeping  (in  the)  primeval  silence  (of  na- 
ture), (in  the)  recesses  (of  a)  vast  wilderness;  (and I  felt}  (that 
there  is  a)  grandeur  (and  a)  majesty  (in  this)  irresistible  onward 
march  (of  a)  race,  created  (as  I  believe),  and  elected  (+to  pos- 
sess) and  people  a  continent,  which*  belong  (+to  few)  other*  ob- 
jects, either  (of  the)  moral  or  material  world. 

(We  may)  become  (so  much)  accustomed  (-fto  such  things) 
(that  they)  (shall  make)  (as  little)  impression  upon  our  minds 
(as  the)  glories  (of  the)  heavens  (above  us) ;  dMilooking  (on  them) 


AIDS  TO   THE  ADVANCED  LEARNER.  423 

lately  as  (with  the)  eye  (of  the)  stranger,  (/  felt)  that,  far  from 
being  without  poetry,  as  some  have  vainly  alleged,  our  whole 
country  is  one  great  poem.  Sir,  (it  is)  so ;  and  (if  there  be)  (a 
man)  that  can  (think  of)  {what  is  doing*),  (in  all^orte)  (of  this) 
most  blessed  (o/all)  lands,  ( jto  embellish)  and  advance  it, —  (who 
can  teontemplate)  that  living  mass  of  intelligence,  activity  (and 
improvement)  (as  it)  (rolls  on),  (in  its)  sure  and  steady  progress, 
(to  the)  uttermost  extremities  (of  the)  West, —  (who  can)  see 
scenes  of  savage  desolation  transformed,  almost  (with  the)  sud- 
denness of  enchantment,  into  those  of  fruitfulness,  and  beauty, 
crowned  with  flourishing  cities,  filled  (ff/</(  fAe)  noblest  (o/all) 
populations;  —  (if  there  be)  (a  man),  (/  say),  that  can  witness 
(all  this),  passing  (under  his)  verj'  eyes,  without  feeling  his  heart 
beat  high,  (atid  his)  imagination  warmed  and  transported  (by 
it),  (be  sure),  sir,  (that  the)  raptui-es  of  song  exist  not  (for  him) ; 
(he  would)  list«n  (in  vain)  (to  the)  poet  (telling  a)  tale  (of  the) 
wars  (of  the)  knights  and  crusaders,  (or  of  the)  discovery  (and 
fconquest)  (o/ another)  hemisphere. 


THEOPHRASTUS  8VCB..— George  Eliot. 

Thus,  (if  /  laugh)  (at  you),  O  fellow-men!  if  (/  trace)  with 
curious  interest  your  labjTinthine  self-delusion,  (note  the)  in- 
consistencies (in  your)  zealous  adhesions,  and  smile  (at  your) 
helpless  endeavors  (in  a)  rashly  chosen  part,  (it  is  not  that)  (/ 
feel)  myself  aloof  (from  you) ;  the  more  intimately  (I  seem)  (|to 
discern)  your  weaknesses,  the  stronger  (to  me)  (is  the)  proof 
that  (I  share)  thetn.  How  otherwise  could  I  (get  the)  discern- 
ment?— for**  even  (what  we  are)  averse  to,  (what  we)  vow  not 
(|to  entertain),  (must  have)  shaped  or  shadowed  itself  (within  us) 
(as  a)  possibility  (before  we  can)  (think  of)  exorcising  it.  No 
man  cati  (know  his)  brother  simply  (as  a)  spectator.  Dear  blun- 
derers, (/am)  (one  of  you),  (/wince)  (at  the)  fact,  (but  I  am 
not)  ignorant  (of  it),  that  I,  too,  am  laughable  on  unsuspected 
occasions;  nay,  (in  the)  very  tempest  and  whirlwind  (0/ my) 
anger,  (7  include)  myself  under  (my  own)  indignation.  (If  the) 
(human  race)  (has a)  bad  reputation,  (Z perceive)  that  (/cannot) 
escape  (being  teompromised).  (And  thus),  while  /carry  in  my- 
self the  key  (|to  other)  men's  experience,  (it  is  only)  by  observing 


424  ART  OF  PHONOGRAPHY. 

others*  that  (I  can)  (so  far)  correct  my  self-ignorance  (as  to)  ar- 
rive (at  the)  certainty  (that  I  am)  (liable  Uo  commit)  myself  un- 
awares, and  (4to  manifest)  some  incompetency  which*  (I  know) 
(no  more  of)  (than  the)  blind  man  knows  (of  his)  image  (In  the) 
glass. 

(Is  it),  then,  possible  to  describe  one's  self  (at  once)  faithfully 
and  fully.  (In  all)  autobiography  (there*  is),  nay,  (ought  to  be), 
an  incompleteness  (which*  may  have)  the  effect  of  falsity.  (We 
are)  (each  of  us)  bound  to  reticence  (by  the)  piety  (Ave  owe)  (jto 
those  who  have  been)  nearest  ( jto  us)  (and  have)  (had  a)  mingled 
influence  over*  our  lives;  (by  the)  fellow-feeliug  which*  should 
restrain  us  from  turniug  our  volunteered  and  (picked  teonfes- 
sions)  (into  an)  act  of  accusation*  against  others,*  (who  have) 
(no  chance)  of  vindicating  themselves;  and,  most  (of  all),  (by 
that)  reverence  (for*  the)  higher  efforts  (of  our  tcommon)  na- 
ture, (which*  teommands)  us  (jto  bury)  its  lowest  fatalities,  its 
invincible  remnants  (of  the)  brute,  its  most  agonizing  struggles 
with  temptation,  in  unbroken  silence.  (But  the)  incompleteness 
which*  comes  of  self-ignorance  (may  be  tcompensated)  by  self- 
betrayal.  (A  man)  (who  is)  affected  (4to  tears)  in  dwelling  (on 
the)  generosity  (of  his  own)  sentiments  makes  me  (aware  of) 
several  things  not  included  (under  those)  terms. 


PRACTICE  FOR  MASTERY. 

1096.  All  practice  by  the  learner  in  writing  phonography 
should  be  for  Mastery  of  the  Art  in  its  every  aspect  and  bearing, 
and  for  no  other  or  any  one  single  purpose.  Some  authors 
and  teachers  of  phonography  lay  great  stress  on  what  they  are 
pleased  to  call  "  Speed  Practice,"  and  in  their  instruction  on  the 
subject  give  a  gi-eat  number  of  directions  and  suggestions,  many 
of  which  are  misleading  and  hurtful,  being  based  altogether 
upon  theory  and  not  upon  the  expeidence  of  practical  shorthand 
reporters.  Such,  for  instance,  are  the  following  recommenda- 
tions, which  are  to  be  found  in  the  books  of  one  author:  "By 
leaving  out  the  endings  of  all  long  words  (say,  after  writing 
three  stroke-consonants)  the  writer  will  obtain  the  reporting 
outline  of  each  word." — "When  the  student  can  follow  the 
reader  at  from  80  to  100  words  per  minute,  he  can  attempt  note 


PRACTICE  FOR  MASTERY.  425 

taking  in  public," — "In  reporting  speeches  the  writer  should 
accustom  himself  to  be  several  words  behind  the  speaker."  The 
truth  is  that  no  phonographer  ever  did  or  could  learn  to  do 
verbatim  reporting  by  making  a  practice  of  cutting  off  the  tails 
of  long  outlines  in  the  way  here  suggested; — no  one  can,  with- 
out injury  to  his  phonography,  attempt  note  taking  in  public 
until  he  can  write  at  least  125  words  a  minute;  —  and  the  writer 
of  phonogi-aphy  should  at  all  times  keep  as  close  to  the  speaker 
as  he  possibly  can.  Such  instruction  as  the  above  quoted,  to 
say  nothing  of  its  falseness,  works  an  injury  to  the  learner  by 
causing  him  to  look  in  the  wrong  direction  for  expertness  in 
shorthand  writing.  Very  many  ambitious  students  of  phonog- 
raphy have  failed  of  success  in  the  phonographic  profession, 
because,  in  their  efforts  to  get  speed  through  practice  of  the 
wrong  kind,  they  have  lost  on  the  one  hand  correctness  of  out- 
line, and  on  the  other  that  sufficient  degree  of  exactness  or  pre- 
cision of  penmanship  which  is  essential  to  legibility,  and  hence 
to  accuracy  of  transcription. 

1097.  It  should  be  borne  in  mind  that  Speed  in  phonography 
does  not  come  from  striving  after  it  specially  or  directly.  And, 
while  it  is  true  that  no  one  can  attain  great  speed  without  much 
persistent  Practice,  yet  it  must  be  practice  of  the  proper  kind, — 
it  must  he  practice  in  which  the  chief  aim  is  excellence  instead 
of  swiftness  of  execution.  Speed  will  take  care  of  itself.  When 
one  has  mastered  phonography  completely,  he  will  have  all  the 
speed  that  is  required. 

1098.  All  verbatim  shorthand  writing,  whether  it  is  employed 
in  reporting  the  proceedings  of  courts  of  law,  of  legislative 
bodies,  of  public  meetings  of  any  kind,  or  in  doing  clerical  or 
amanuensis  work,  as  the  learner  is  no  doubt  already  aware,  is 
done  with  unvocalized  phonography.  Therefore,  every  phonog- 
rapher, befoi'e  he  can  be  said  to  have  mastered  the  art,  must 
be  able  to  both  read  and  write  phonography  from  which  the 
signs  of  the  vowels  have  been  omitted. 

1099.  The  following  directions  in  regard  to  shorthand  prac- 
tice will  conduce  very  greatly  to  the  acquisition  of  speed,  with- 
out in  the  least  detracting  from  accuracy  of  work,  and  should 
therefore  be  carefully  noted  by  the  learner:  Always  make  up 
your  mind  what  is  the  correct  outline  of  a  word  or  phrase, 
before  touching  pen  to  paper  to  write  it.     Then  put  the  pen  on 


426  ART  OF  PHONOGRAPHY. 

the  paper  and  make  the  outline  as  quickly  as  possible,  consistent 
with  exactness  of  formation.  Do  not  jump  at  the  outline  and 
dash  it  off  with  an  uncontrolled  movement  of  the  pen;  but 
rather  make  it  with  that  calm  but  quick  deliberation  that  an 
expert  draughtsman  displays  in  making  lines  in  free-hand 
drawing.  Avoid  all  false  motions.  Some  longhand  writers  of 
training  and  skill  have  a  habit,  before  writing  a  capital  letter, 
of  making  two  or  three  preparatory  flourishes  with  the  pen 
above  the  paper.  All  such  meaningless  pen-movements  have  no 
place  in  phonographic  writing.  When  you  have  finished  writing 
one  outline,  immediately  divest  the  hand  entirely  of  the  motion 
it  acquired  while  making  it.  If  this  is  not  done  before  beginning 
to  write  the  next  outline,  distortion  of  form  will  residt.  Shorten 
as  much,  as  possible  the  time  occupied  between  the  writing  of  one 
character  and  the  beginning  of  the  next.  This  is  more  of  a 
mental  than  a  physical  process.  It  involves,  principally,  the 
making  up  of  your  mind  as  to  what  is  the  proper  form  and 
position  of  the  next  outline  as  quickly  as  possible,  and,  hence, 
it  lies  at  the  foundation  of  all  phonographic  speed.  In  other 
words,  and  to  summarize  the  foregoing  directions,  make  all  your 
outlines  with  sufficient  deliberation  to  insiire  careful  work,  and 
also  cut  down  as  much  as  possible  the  time  consumed  while  the 
pen  is  off  the  paper, — that  is,  the  time  spent  between  the 
phonographic  outlines. 

1100.  After  the  learner  has  written  and  re-written  all  of  the 
marked  exercises  commencing  on  page  416  untU  he  is  familiar 
with  all  the  phonographic  outlines  contained  in  them,  he  may 
then  proceed  on  his  own  account  to  do  work  of  a  similar  kind, 
by  copying  into  phonography  matter  that  has  not  been  so  marked 
for  him.  Suitable  material  for  such  practice  maj-  be  found  in 
newspaper  editorials,  reports  of  political  speeches,  sermons, 
lectures,  etc.,  and  in  the  ordinary  school  readers.  The  following 
mode  of  proceeding  in  this  work  of  practice  is  recommended  as 
possessing  considerable  advantages :  After  making  a  selection 
of  matter,  measure  off  a  section  of  say  three  or  four  hundred 
words  and  practise  on  it  first.  But,  before  commencing  to  write 
any  of  it  in  phonography,  go  carefully  over  it  all,  and  decide  in 
your  mind  upon  the  outline  of  every  word  and  phrase  and  the 
position  that  it  should  occupy ;  at  the  same  time,  and  as  you 
proceed,  tracing  the  outlines  with  a  pencil  point  in  the  air,  the 


PRACTICE  FOR  MASTERY,  427 

right  hand  resting  stationary  on  the  table  and  in  position  for 
writing.  After  having  gone  through  the  entire  section  in  this 
way,  then  it  should  be  carefully  written  phonographically  either 
with  pen  and  ink  or  with  pencil.  At  the  commencement  of  this 
mode  of  practice,  and  for  first  lessons  in  it,  it  will  be  well  to 
take  as  the  subject  matter  of  the  work  the  printed  Key  to  the 
advanced  unvoealized  reading  exercises  given  in  this  book, 
commencing  at  page  401.  Then,  after  the  learner  has  finished  a 
section,  in  tlie  manner  described,  he  will  be  able  to  detect  any 
errors  that  he  may  have  made,  by  comparing  his  own  writing 
with  the  phonographic  outlines  of  the  Reading  Exercises  them- 
selves. 

1101.  The  line  of  practice  mapped  out  above,  of  copying 
matter  into  phonography,  should  be  followed  by  the  learner 
until  he  is  able  to  apply  all  of  the  principles  of  phonography 
properly,  and  to  make  with  considerable  facility  the  outlines  of 
words  and  phrases  in  the  order  in  which  they  actually  occur, 
that  are  to  be  found  in  any  ordinary,  simple  subject  matter. 
After  that  he  should  commence  practising  with  some  one  to  read 
aloud  to  him.  For,  after  all,  no  amount  of  mere  copying  into 
phonography  will  ever  qualify  a  phonographer  to  follow  a  rapid 
speaker;  because  he  is  simply  learning  to  write  words  as  they 
look  to  him.  He  must  learn  to  write  words  as  they  sound  to 
him,  as  well.  When  we  read  anything  inaudibly  and  copy  it, 
the  line  of  mental  telegraphy  is  from  the  visible  words  on  the 
paper  to  be  copied,  —  (1)  to  the  eye,  (2)  to  the  brain.  (3)  to  the 
fingers;  so  that,  so  far  as  the  head  is  concerned,  the  eye,  and 
not  the  ear,  gets  all  the  training.  But,  when  we  write  after  the 
oral  reading  of  another,  the  line  of  communication  is  from  the 
spoken  words,  as  uttered  by  the  reader,  —  (1)  to  the  ear,  (2)  to 
the  brain,  (3)  to  the  fingers ;  and  the  ear  is  trained  along  with 
the  eye, 

1102.  Hence  it  is  evident  that  to  the  student  of  phonography 
who  proposes  to  use  it  in  a  professional  way,  either  in  steno- 
graphic reporting  or  doing  dictation  work  of  any  kind,  it  is 
absolutely  essential  that  he  learn  to  write  phonographically 
from  an  aural  rather  than  from  an  ocular  acquaintance  with 
wonls  and  sentences.  Therefore,  in  order  to  get  the  right  kind 
of  practice  to  this  end,  it  is  indispensable  that  he  have  the  ser- 
vices of  an  oral  reader.    It  is  also  quite  important  that  such 


428  ART  OF  PHONOGRAPHY. 

reader,  in  performing  his  part  of  the  work,  should  be  careful  to 
deliver  or  rather  dole  out  the  spoken  matter  to  be  written  by 
the  student  at  a  rate  of  speed  gauged  to  the  writer's  ability  to 
take  it  properly;  which  rate  should  not  be  too  fast  for  the 
writer,  lest  it  lead  to  hurried  and  slovenly  penmanship  and  con- 
sequent illegibility.  So,  it  is  not  well  for  the  learner  to  practise 
writing  from  the  conversation  of  persons  about  him,  because 
the  conversational  style  of  speaking  is  generallyvery  rapid  and 
irregular,  and  is  exceedingly  difficult  to  take  even  by  the  most 
experienced  and  expert  stenographers.  Where  two  learners 
are  practising  together,  of  course,  by  taking  turns  each  may 
read  for  the  other.  And  in  cities  or  other  large  towns,  where 
there  are  apt  to  be  many  students  of  phonography  residing, 
reading  clubs  may  be  formed  for  mutual  aid  in  shorthand 
practice. 

1103.  Vocalization.  —  The  coiTect  dotting  in  of  the  vowel- 
signs  to  the  consonant  outlines  of  words,  at  the  time  the  writing 
is  done,  and  as  it  goes  along,  is  called  "vocalizing;"  and  one 
gi-eat  fault  with  many  shorthand  writers,  even  among  experi- 
enced reporters,  is  that  of  neglecting  to  acquire  and  to  retain 
expertness  in  doing  this  part  of  the  work.  It  would  seem  that 
because  of  the  fact  that  in  actual  note-taking  the  signs  of  the 
vowels  are  not  often  indicated,  the  mistake  is  made  of  assuming 
that  there  is  reallj-  no  necessity  for  learning  to  write  them  at  all. 

1104.  Now,- on  the  contrary,  it  is  sometimes  qtiite  essential 
that  vowel-signs  be  inserted  at  the  time  of  writing,  to  provide 
safeguards  against  mistakes  in  reading  or  transcribing  after- 
wards, especially  if  considerable  time  has  elapsed  since  the 
taking  of  the  notes  and  the  subject  matter  has  been  partially 
or  wholly  forgotten,  or  if  the  transcription  is  to  be  done  by  some 
one  other  than  the  writer  himself. 

1105.  Therefore,  whenever,  in  the  interest  of  legibility  or 
certainty  of  reading,  the  presence  of  vowel-signs  in  connection 
with  the  outlines  of  words  is  required,  then,  in  order  that  they 
may  be  inserted  properly  —  that  is,  written  with  their  proper 
signs,  placed  to  the  proper  consonant-stems,  and  on  the  proper 
side  of  the  stems,  and  correctly  located  as  to  position — it  is 
indispensable  that  the  phonographer  be  able  to  write  them  in 
with  the  same  precision  and  celerity  that  he  traces  the  conso- 
nant-signs of  the  words. 


PHONOGRAPHIC  PUNCTUATION  MARKS,  ETC.     429 

1106.  But  to  attain  the  skill  necessary  to  enable  one  to  do 
this  will  require  considerable  effort.  It  cannot  be  done  with- 
out practice.  So,  it  is  recommended  to  all  advanced  students 
and  writers  that  they  devote  a  little  time  regularly  to  the  writing 
of  vocalized  phonography.  Short  exercises,  written  from  dicta- 
tion and  noted  in  fully  vocalized  outlines,  form  the  best  sort  of 
practice;  but  eopj-ing  matter  into  the  same  style  of  phonog- 
raphy will  answer  the  purpose  pretty  well.  In  carrjnng  on 
correspondence  in  phonography,  learners  should  make  a  practice 
of  vocalizing  rather  fully,  and  not  attempt  to  advance  to  the  use 
of  uuvocalized  outlines  too  soon.  Letter- writing  furnishes  a 
convenient  and  useful  means  of  practice  in  writing  vocalized 
phonography. 


PHONOGRAPHIC  PUNCTUATION  MARKS,  ETC. 

1107.  The  phonographic  forms  of  the  Period  or  Full-Point,  the 
Dash,  and  the  sign  of  Interrocfation,  were  given  on  Page  103. 
Sometimes,  in  slow  writing,  but  never  in  reporting,  the  form 

/  is  used  for  the  latter. 

1108.  The  character  /  is  the  sign  of  Exclamation. 

1109.  Two  parallel  ticks,  made  either  horizontal  or  slanting, 
as  =  or  „,  are  used  for  the  Hyphen. 

1110.  The  Paragraph,  Q.,  whether  used  at  the  beginning  or 
in  the  middle  of  a  line  of  phonography,  denotes  that  in  tran- 
scribing the  notes,  the  matter  immediately  following  the  sign 
should  begin  a  new  line,  the  first  word  of  which  should  be  in- 
dented, that  is,  placed  a  little  to  the  right  of  the  starting-point 
of  other  lines. 

1111.  The  sign  is  the  mark  of  Quotation,  and  may  be  em- 
ployed both  before  and  after  the  matter  quoted. 

1112.  Parentheses  may  be  written  with  the  forms  /^  7,  but 
made  quite  lai^e,  so  as  to  resemble  the  outlines  Chay-Chay-Kay 
and  Kay-Chay-Chay.  If  the  ordinary  forms,  (  ),  are  used,  they 
should  be  made  quite  long,  and  canceled  with  a  Chay-slanting 
tick  struck  across  the  middle,  to  prevent  their  being  mistaken 
for  lengthened  Ith  and  Ess. 


430  ART  OP  PHONOGRAPHY. 

1113.  The  aeeented  vowel  of  a  word  may  be  indicated  by 
placing  a  small  cross  near  it ;  thus,  "  h  arrows,  ^'  arotse. 

lllf.  The  Comma,  Semicolon,  Colon,  and  Apostrophe  are  the 
same  in  phonography  as  in  longhand. 

1115.  Some  phonographers  use  the  signs  '?  for  Applause, 
and  ■?  for  Laughter. 

1116.  Punctuation  Indicated  by  Spaces.— In  doing  ver- 
batim reporting,  because  of  the  rapidity  of  the  work,  it  is  not 
practicable,  as  a  rule,  to  write  in  the  punctuation  marks ;  but 
the  reporter  may  indicate  them  approximately  by  means  of 
spaces  between  words.  Thus  the  Period  may.  be  denoted  by  a 
large  space,  equal  in  length,  say,  t6  the  width  of  the  ruling  of 
the  paper,  and  any  minor  space,  as  the  Comma  or  Semicolon,  by 
one  half  that  space. 

1117.  Questions  and  Answers.— The  reporter,  in  taking  tes- 
timony, does  not  put  the  mark  of  Interrogation  (Chay-Chay)  after 
each  question,  but  makes  a  distinction  between  question  and 
answer  by  bringing  each  line  of  the  former  out  to  the  left-hand 
margin,  and  indenting  each  line  of  the  latter  about  one  third 
the  width  of  the  page  or  column ;  thus, — 

Did  you  overhear  Mr  Delevan  say  anything  about  the  Magnus 
(Company  having  a  place  for  the  manufacture  of  metal  at  Ster- 
ling 

Yes 
What  was  it  that  he  said 

Well  Mr  Morris  said  that  he  used  to  go  over  to 

Sterling  to  help  make  the  metal  that  he  knew 

how  to  make  it 


FRENCH  AND  GERMAN  SOUNDS. 

1118.  Every  shorthand  reporter,  in  a  varied  professional  ex- 
perience, has  occasion,  once  in  a  while,  to  write  foreign  words 
and  names,  containing  sounds  that  do  not  occur  in  English  and 
are  not,  therefore,  provided  with  signs  in  ordinary  phonography. 
The  two  languages  as  to  which  this  is  especially  true  are  the 
French  and  German.  Now,  in  order  that  the  phonographer  may 
not  be  entirely  crippled  in  his  work  when  such  instances  arise, 


FRENCH  AND  GERMAN  SOUNDS.       431 

additional  provision  has  been  made  for  the  representation  of 
such  extra  sounds  in  the  manner  about  to  be  explained. 

1119.  There  are  no  consonant-sounds  in  French  that  are  not 
heard  in  English  ;  but  there  are  at  least  six  vowel-sounds  with 
which  we  have  nothing  that  exactly  corresponds.  And  German 
has  both  consonants  and  vowels  that  never  occur  in  words  of 
our  language. 

1120.  French  "  U."  —  This  sound,  which  is  quite  unlike  that 
of  oui-  u,  can  be  obtained  in  the  following  manner:  — Articulate 
the  sound  e ;  continue  to  hold  the  tongue  in  the  position  re- 
quired for  that  sound;  at  the  same  time  protrude  the  lips,  put- 
ting them  in  position  to  sound  the  vowel  oo;  then,  while  the 
vocal  organs  are  so  fixed,  utter  vocal  sound,  and  it  will  be  the 
sound  of  French  u,  as  heard  in  the  word  vu  (seen).  It  is 
identical  in  sound  with  the  German  ii. 

1121.  French  **eu."  —  In  like  manner,  the  sound  of  en,  as 
heard  in  the  French  word /ew  (fire),  or  of  German  o,  maybe  pro- 
duced by  sounding  a  (without  the  glide  or  vanish  heard  in  Eng- 
lish pronunciation) ;  then,  holding  the  organs  rigidly  in  the  posi- 
tion required  by  that  sound,  closing  the  lips  to  the  position  for 
sounding  o,  and  then  uttering  vocal  souud. 

1122.  These  two  vowel-sounds  (Fr.  u  and  eu,  or  Ger.  ii  and 
6),  because  of  the  above-mentioned  peculiarity  in  the  positions 
of  the  vocal  organs,  are  sometimes  called  "composite  vowels." 
The  most  appropriate  sign  for  them,  as  representing  both  the 
dot-vowel  and  dash-vowel  elements,  e-oo  and  a-6,  is  the  comma ; 
thus:    :  Fr.  u;  Ger.  ii,  —  9'  Fr.  eu;  Ger.  6. 

1123.  French  Nasal  Vowels. —  There  are  also  in  French 
four  nasal  vowels,  usually  represented  by  an,  in,  on,  and  un, 
and  which  are  respectively  the  simple-vowels  *i  a  (ah),    ;  5, 

:  a  (aw),  and  -;  ii,  each  uttered  with  resonance  in  the  nose. 
The  manner  in  which  these  nasal  vowels  are  represented  in 
French  is  a  little  peculiar,  a-nasal  being  written  by  either  «», 
am,  en,  or  em  ;  a-nasal,  by  in,  ini,  ain,  aim,  ein,  or  eim;  a-nasal, 
by  on  or  om  ;  and  li-nasal,  by  un.  The  letter  n  or  m  in  each  of 
tJiese  combinations  is  silent,  its  only  office  being  to  nasalize  the 
preceding  vowel-sound.  Thus  the  words  fin  (end)  and  faim 
(hunger)  are  the  same  in  sound,  and  so  are  non  (not)  and  nom 
(name),  each  of  the  words  ending  with  a  nasal  vowel  sound. 


432  ART  OP  PHONOGRAPHY. 

It,  therefore,  follows  that  the  terminal  consonant  letter  should 
not  be  indicated  in  phonography. 

1124.  The  author  has  adopted,  as  the  most  appropriate  signs 
for  these  nasal  vowels,  the  breves  Thoid,  Sold,  Moid,  and  Noid  : 
thus,    :  an  (a«),  ';  in  (aw),  ''i  on  {&n),  ^l  un  (uk). 

1125.  How  to  Sound  the  Nasal  Vowels.— By  a  little  care- 
ful analysis  any  one  can  produce  these  sounds  as  they  are  spoken 
by  the  French.  Pronounce  the  syllables  an  (aim),  an,  an  (awn), 
un,  at  an  ordinary  rate  of  speed ;  then  again,  more  slowly,  and 
then  more  slowly  still,  allomng  the  voice  to  dwell  on  the  vow- 
els a,  a,  a,  ii,  but  giving  them  from  the  start  to  the  finish  a  de- 
cided nasal  twang,  through  the  influence  of  the  n.  It  will  be 
noticed  that  at  the  very  close  of  each  effort  the  tip  of  the  tongue 
rises  against  the  roof  of  the  mouth.  Now,  by  pronouncing  each 
of  these  syllables  in  the  same  way,  but  stopping  before  the  tip 
of  the  tongue  rises  or  moves,  we  have  the  four  nasal  vowel- 
sounds  of  the  French  language. 

1126.  French  Accent. —  In  French  prose  the  accent  is  al- 
ways laid  upon  the  last  distinctly  pronounced  syllable  of  a  word ; 
thus  resume  (ra-zu-ma'),  protege  (pro-ta-zha'),  trousseau  (troo- 
s6').  In  this  respect,  French  is  entirely  different  from  either 
German  or  English.     (See  242.) 

1127.  Grerman  "Oh"  and  "G-."  — The  peculiar  sounds  of 
German  ch  and  g,  as  heard  in  Dach  and  tag,  are  represented  by 
-^  ch,  _^  g. 

NUMEEALS  FOE  SHOETHAND  WEITEES. 

1128.  Whole  Numbers. — For  all  ordinary  purposes,  the  regu- 
lar Arabic  characters  for  numerals,  1,  2,  3,  4,  etc.,  are  found  to 
be  sufficiently  brief  for  the  reporting  of  numbers  that  are  whole. 
And  yet  when  "  1 "  and  "  6  "  stand  by  themselves,  owing  to  their 
resemblance  to  phonogi-aphic  word-outlines,  they  liad  better  be 
written  with  the  forms  Wn  aud  sKs.  If  the  figure  1  is  used  it 
should  be  written  /'.     The  number  "10"  is  sometimes  written 

with  the  outline  Tn. 

1129.  Fractions. —  The  characters  commonly  used  for  frac- 
tions, as  H,  %,  %,  %,  %,  etc.,  are  not  adequate  to  the  proper 
recording  of  such  expressions,  if  they  occur  with  much  fre- 


NUMERALS  FOR  SHORTHAND  WRITERS.  433 

queney  or  in  any  great  quantities,  unless  they  are  spoken  more 
slowly  than  the  usual  rate  of  utterance.  A  little  time  may  be 
saved  by  omitting  the  line  between  the  numerator  and  denomi- 
nator, and  merely  placing  the  figures  one  above  the  other.  But 
for  phonographers  who  have  much  figure  writing  to  do,  the  signs 
given  below  are  recommended. 

BRIEF  FORMS  FOR    FRACTIONS. 

II  )  //■/•)//  //  //  y/ 

4.  -^  A  JL  J^  3_  J,  z  3 

Z  3  3  ^  /^  ^  5  5  ~s 

i -i i ^ y 4 •<- <■ 4 

J^  jL  ^  3  Ji.  3.  J-  2^  3 

^■■■■••/--A-/ h -^- ^ h ^ 

7  7  7Q^&^T^ 

"1- ) h—/- ■; •/ -^ > / 

-2-  —  -4-  ^-     '     Jt.  5  _^  7  a 

/-■/--/■ ^- f--:^--/. ./--^ 

1130.  Some  of  the  figures  in  the  foregoing  table  have  two  or 
more  forms,  the  use  of  which  will  be  obvious  from  the  illus- 
trations. Each  fraction,  except  when  "4"  enters  into  it,  is 
written  without  a  break.  And,  in  most  instances,  the  nume- 
rator is  written  above  the  line  and  the  denominator  below  the 
line ;  thus  making  the  ruling  of  the  paper  perform  the  oflBce  of 
the  di\iding  mark  of  fractions.  These  abbreviated  figures 
should  not,  however,  be  used  in  writing  whole  numbers. 

28 


434  ART   OF  PHONOGRAPHY. 

1131.  Figures  for  Mnemonics. —  For  use  in  Mnemonies,  to 
enable  one  to  remember  numbers  and  dates  by  associating 
them  witli  the  phonographic  outlines  of  words,  the  consonants 
of  which  represent  numerical  values,  the  characters  of  the  al- 
phabet have  been  assigned  to  the  ten  digits  as  follows :  — 


4 

5 

6 

7 

8 

9 

0 

~^ 

r 

/ 

^ 

\ 

) 

^ 

r 

/ 

J 

<f 

\ 

) 

o 

<< 

i< 

J 

<( 

u 

<< 

<( 

MISCELLANEOUS. 


1132.  Shaded  En-Hook. —  The  En-hook  on  shortened  stems 
may  be  shaded  to  indicate  that  d  and  not  t  is  added  by  the  mod- 
ification ;  so  that,  by  making  the  hook  light  when  the  added 
consonant  is  t,  and  shaded  when  it  is  d,  we  are  enabled  to  make 
a  distinction  of  outline  between  such  words  as  ^  paint,  \^  pained; 
pent,  penned ;  feint,  feigned;  vent,  vend;  meant,  mend;  mount, 
mound;  lent,  lend  or  loaned;  rent,  rend;  went,  wend,  etc. 

1133.  Shaded  Hook  for  Zhun.—  Whenever  it  is  desirable  to 
distinguish  between  shun  and  zlnin,  it  maybe  done  by  making 
the  hook  light  for  the  former  and  shaded  for  the  latter ;  thus, 
jv^  ovation,  ^  evasion. 

1134.  Shaded  Circles  and  Loops.— In  like  manner  the 
circles  and  loops  may  be  shaded  to  denote  that  a  z-sound  is  in- 
tended; thus,  /C  lan's  instead  of  (C^  loss,  ^  raises  instead  of 
^  races,  ^f  raised  instead  of  ^-f  raced. 

1135.  The  distinctions  by  shading,  mentioned  in  the  last 
three  paragraphs,  are  seldom  used  in  reporting.  Once  in  a 
great  while  they  will  be  found  handy,  and  so  the  learner  should 
not  pass  them  as  entirely  useless. 

1136.  The  "Three  I's."  —  The  very  frequent  objection  to 
questions,  "Objected  to  as  incompetent,  immaterial,  and  irrele- 
yant,"  which  is  usually  spoken  with  great  rapidity,  and  often 


MISCELLANEOUS.  435 

times  is  injected  into  the  proceedings  without  there  being  any 
halt  whatever  in  the  examination,  may  be  indicated  by  the  re- 
porter by  simply  writing  "3  i-Z,"  —  the  second  form  (i-Z)  being 
identical  with  the  outline  of  the  plural  "eyes." 

1137.  Suggestions  about  Outlines. — It  is  not  always  the 
shortest  outline  for  a  word  that  iu  practice  is  the  quickest  written. 
If,  at  the  instant  of  writing  the  word,  the  phonographer  is  struck 
with  a  doubt  as  to  the  legibility  of  the  form  he  has  used,  hesi- 
tancy is  pretty  sure  to  result  and  consequent  loss  of  time. 
Whereas,  if  the  doubt  had  not  arisen,  there  would  have  been 
ample  time  to  have  made  a  longer  but  more  certain  form.  Of 
the  examples  given  below,  the  first  fourteen  words,  from  alien  to 
embrogUo,  are  intended  as  illustrations  of  this  fact.  And  yet, 
if,  because  of  the  peculiar  character  of  the  subject  matter,  any 
of  these  words  should  occur  quite  frequently,  in  that  event 
shorter  forms  may  be  used.  Thus,  alien  might  be  written  L2-N 
or  in2,  alienation  L2-Nshn,  etc.  Then,  on  the  other  hand,  it 
is  allowable  for  the  reporter  to  use  the  abbreviating  expedients 
of  phonography  to  the  greatest  extent  that  is  consistent  with  en- 
tire legibility.  S;  e  the  outlines  of  penetrate,  locomotive,  etc. 
Examples  : — Alien  L^-Yn,  alienahility  i^-Yu-B-it,  alienable  L^- 
Yn-B.  alienage  i2.Yn-J,  alienate  L^-Yrx-T,  alienated  i2.Yn-Td, 
alienation  L^-Yn-SHn,  alienator  Z2-Y-Ntr,  aliene  L^-Yn,  alienism 
i2.Ynz-M  (or  -Z-M),  alienist  i2.Y-Nst,  alienor  L^-Yn-R,  buoyant 
Bl-Ynt,  embroglio  M-Br2-i-Y,  vegetate  V2-Jt-T,  vegetated  V2-Jt- 
Td,  vegetarian  Y'^-Jt-Rn,  vegetation  Y^-Jt-SHn,  penetrate  Pnt2- 
^t,  arbitrate  Kl-Bt-i?t,  reciprocity  i?si-P-J2s-T  (after  the  form  of 
reciprocal  i?s3-P-^-Kl),  territory  Ttt^-B,  territorial  T^-Bt-El,  lo- 
comotive i2'Tv,  locomotion  L^'Sha. 


INDEX. 


"  A  "  (article),  breve-sign  for,  107, 
259 

position  of  in  phrases,  260 

dot-sign  for,  99.  259 

(vowel),  In  unaccented  sylla- 
bles, 228 

exceptions  as  to,  229 
Abbreviations  and  initials,  list  of, 
293 

miscellaneous,  292 

special  remarks  about,  306 

outlines  of  past  tense  of,  284 

■with  circle  or  loop,  206 
Abrapts,  how  written,  6 
Accent,  English,  59 

how  marked,  59 

in  English  surnames,  60 
Accented  syllable  defined,  59 

syllable  or  vowel,  59 
Accents,  words  with  two,  61 
Accuracy  before  speed,  16 
Aids  to  the  advanced  learner,  414 
"Ai"  ("ay")  short  sound  of,  229 
"  Alogy,"  241 

Alphabet  of  Mun son  Phonography, 
18 

phonography  phonetic,  4 

the  common,  not  phonetic,  3 
Ambiguities,  how  to  avoid,  374 

illustrative  examples  of,  375 
Ambiguity  prevented  by  context, 

153,  166,  173 
"  An,"  "  and,"  breve-sign  for,  259 

position  of  in  phrases,  260 

dot-sign  for,  99 
"Away"  added  by  Tlxoid  or  Sold, 
371 


"  Ble  "  and  "  bly,"  237 
"  Bleness,"  237 
"  Breve-es,"  173 

added  to  hooks,  185 

for  breve  est  or  sez,  194 

hook  with,  used  medially,  187 

in  abbreviations,  206 
phrases,  207 

added  to  loops  and  large  cir- 
cle, 204 

names  of  stems  with,  173 

shape  of  in  hooks,  186 

when  to  use,  276 
"  Breve-est,"  191 

in  abbreviations,  206 
phrases.  207 

names  of  stems  with,  191 

when  not  used  finally,  278 
initially,  278 

where  used,  191,  277 
Breve-outlines,  a  study  in,  250 
"  Breve-sez,"  189 

in  phrases,  207 

how  joined  to  stems,  189 

names  of  stems  with,  189 

use  of,  189 

vowel-signs  within,  189 
Breve-signs,  how  to  write,  249 

for  Way,  Yay,  and  Hay,  817 

names  of,  250 

number  of,  249 

positions  of,  250 

written  backward,  249 

names  of  when  so  written,  250 
Breve-way,  217 

used  for  syllable  '  way,"  219 
Breve-words  in  phrases,  261 


i37 


438 


INDEX. 


Breve-yay,  217 

used  for  syllable  "  u,"  219 

with  shuii-liook,  for  "  uatiou," 
219 
"  Breves,"  100 

enlarged  to  add  "  your,"  and 
"  would,"  272 
best  form  of,  272 

in  phrase- writing,  249 

joined,  220  / 

size  of  hooks  on,  252 

stem-signs  instead  of,  218 
"  Breve-ster,"  196 

in  phrases,  207 

names  of  stems  with,  196 

size  of,  196 

where  never  used,  196,  278 

where  used,  196,  277 

with  intervening  vowel,  278 

C. 

Capital  letters  indicated,  94 
Chay  and  Ree,  how  distinguished, 

25,73 
Circle  for  "  s  "  or  "  z,"  172 

between  stems,  rules  for,  176 
Circles  and  loops,  171 
in  phrases,  317 
joined  together,  204 
order  of  reading  with  vowels, 

171 
shaded,  434 
two  sizes  of,  171 
vocalization   of  stems    that 

have,  172 
where  they  may  be  used,  171 
cannot  be  used,  172 
Circles,  exercises  on  the,  208 
Cognate  sounds,  167 
"Com,"  "cum,"  "con,"  "cog,"  — 
how  indicated,  232,  233 
in  middle  of  words,  233 
order  of  writing,  234 
sometimes  not  indicated  at 
all,  233 
Compound-stema,  how  formed,  109 
oames  of,  lU 


Concurreut-vowels.how  to  write,  69 
Consonant  letters,  3  , 

sounds,  3 
Curls  for  nasals  En  anding,  210-214 

final,  210 
where  used,  210,  318 
used  for  En  and  Ing,  210 

in  final  hooks,  318 

in  initial  hooks,  213 

in  phrases,  318 

initial,  213 
for  "  in,"  "  en,"  or  "  un,"  213 
Consonant-stems,  4 

how  distinguished,  4 

length  of,  17 

names  and  sounds  of,  40 

naming  the,  30 

number  of,  5 

order  of  reading,  62 

origin  of,  5 

positions  of,  explained,  34,  35 

repeated,  64 

rules  for  writing,  19 

arranged     as    to     direction 
struck,  29 

specific  directions  about  writ- 
ing, 47-50 

written  first,  4,  52 
Continuants,  how  written.  6 

D. 

"D"  added  by  halving,  151 
Derivatives  of  abbreviations,  out- 
lines of,  301 

key  to,  303 
Detached  breves,  how  made,  208 
Dictionary,  how  to  use  the,  12-15 
Difficult  junctions,  316 
Diphthong  defined,  32 

signs  always  point  the  same 
way,  33 

joined  to  stems,  91 

table  of,  33 

names  of,  32 

number  of,  32 

places  of  the,  33 

signs  of  the,  39 


INDEX. 


439 


Ol,  outlines  ending  in,  374 

Dotrhay,  219 

Dot-line,  meaning  of,  34 

Dot-sign  for  Hay,  219 
Ing,  220 
name  and  use  of,  220, 221 

Downward  and  upward  Btems  at 
beginning  of  outlines,  75 
at  end  of  outlines,  80 
In  middle  of  outlines,  85 
Ish,  Sbee,  El,  Lee,  Er,  and 

Ree,  rules  for  use  of,  73-90 
use  suggested  by  names,  74,  82 

E. 

"  E  "  in  unaccented  syllables,  229 

exceptions  as  to,  229 

in  closed  syllables,  230 

in  medial  oi)en  syllables,  230 
"Edst,"  verbs  ending  in,  376 
Ef  or  Vee  book,  120 

abbreviations,  122 

in  pbrases,  123 

stems,  names  of,  121 
Ef  or  Vee,  stems  preferred  after,  88 
El-hook  on  curved  stems,  138 

straigbt  stems,  134 

stems,  names  of  the,  140 
specially  vocalized,  142-144 
El-hooks,  134-144 

abbreviations  containing,  141 

in  phrases,  143 

rules  for  the,  134, 138 
Em.  stems  preferred  after,  89 
En  and  Vee  hooks,  exercises  on, 

125,  126 
En-curl  after  breves  es,  est,  and 

ster,  210 
English  accent,  59 
En-hook,  112 

abbreviations,  120 

implied,  198 

in  phrases,  123 

models  for,  115 

shaded,  434 
'  stems,  names  of,  114 
£n-book  used  for  Ing,  313 


Enlarged  semi-ciroular  breves,  272 
Ens-stems,  rules  for  use  of,  202 

vocalization  of,  199 
Equivalents,  table  of,  226 
Er  and  Ree  not  joined,  use  of,  74 
Er-hook  on  curved  stems,  138 

straight  stems,  134 
implied,  198 

stems,  names  of  the,  141 
specially  vocalized,  142-144 
Er-hooks,  134-144 

abbreviations  containing,  141 

iu  phrases,  143 

rules  for  the,  134, 138 
Er  preferred  to  Ree,  7C 
Ess,  when  to  use  the  stem,  276,  277 
"  Est."  verbs  ending  in,  376 
"  Eth,"  verbs  ending  iu,  377 

position  of,  377 
"Ever"  in  compounds,  239 

position  of,  240 
Exercises,   reading  and   writing, 
partial  keys  of  each  other,  31 


Final  curls,  210 

hook,  vowel  always  read  be- 
fore, 111 
hooks.  111 

in  phrases,  316 
syllables,  314 
vowel,  effect  of  absence  or 

presence  of,  80 
exceptions  to  rule,  82 
"  For,"  "  fore,"   "  form "   in  com- 
pounds, 240 
positions  of,  246 
Fourth  position,  333 
Fractions,  432 

brief  forms  for,  433 
French  accent,  432 

and  German  sounds,  430 
"eu"  (Ger.  o),  431 
nasal  vowels,  431 

how  to  sound  the,  431 
"u"  (Ger.  ii),43X 
"  Fulness,"  337 


440 


INDEX. 


G. 

German  sounds,  430 

"ch"  and  "g,"  432 

H. 

*- Have-not"  and  "have  n't"  dis- 

tinguislied,  255 
"Have,"  written  with  breve-sign 
or  Vee,  99,  254 
rules  for  use  of  breve-sign,  254 
Hay-dot,  219 

"  He,"  caution  in  using  Koid  for,  262 
in  phrases,  262 
position  of  breve,  262 

of  stem,  262 
standing  alone,  262 
Up-Toid  for,  263 
written  with  breve-sign   or 
stem-Hay,  100 
"  Him,"  caution  as  to  final,  263 
in  phrases,  263 
standing  alone,  263 
written   with   breve-sign   or 
stem-Hay,  100,  263 
Hook-breve  for  w  on  Lee,  220 
Hooked-stem  words,  how  read,  113 
Hooked-stems,  110 

how  to  write,  110 
used,  111 
"  Hook-end  "  of  a  stem,  114 

how  made,  114 
Hooks  imperfectly  formed,  135 
initial  and  final,  110 
joined  together,  138 
omission  of,  310 
on  breves,  size  of,  252 
curved  stems,  111 
lengthened     stems     made 

larger,  167 
shortened      stems      made 

smaller,  151 
straight  stems,  111 
two  sizes  of,  110 
"How,"  commencing  phrases,  263 
in  the  middle  of  phrases,  264 
Standing  alone,  263 


"I"  (pronoun),  breve-sign  for, 99, 

252 

in  phrases,  107,  252,  254 

position  of,  252 
,  standing  alone,  99,  252 

written  with  Choid,  252 
either  Choid  or  Koid,  252 
Eoid,  252 

(vowel),  in  unaccented  sylla- 
bles, 230 
"  I  have,"  252 
Imperfect  hooks,  135 
Implied  En  and  Er  hooks,  198 

names  of  stems  with,  199 

omission  of,  310 

rule  for,  198 
"In,"  "en,"  "un,"  "il,"  "im,"  "ir," 

words  commencing  with,  279 
Independent  loops,  196 

in  word-outlines,  196 
"  Ing-a,"  260 
Ing-curl  after  loops  only,  210 

in  final  hooks,  211 
"  Ing,"  dot-sign  for,  220 
"  Ing-the,"  254 
"  Ings,"  how  indicated,  221 
"  Ington,"  the  termination,  312 
Initial  curls,  213 

for  "in,"  "en,"  or  "un,"  213 
in  hooks,  213 
Initial  hook  abbreviations,  143 

stems,  vowels  and,  133 
Initial-hooks,  133 

for  El  and  Er,  133 

in  phrases,  317 
Initial  syllables,  313 

vowel,  effect  of  absence  or 
presence  of,  78 
Initials,  list  of  abbreviations  and 

293 
Ish  preferred  to  Shee,  75,  85 
Ishun-hook,  215 

size-of,  215 

used  medially,  216 
"Iveness,"  237 
"J  will,"  263 


INDEX. 


441 


Joining  breve-es  between  simple 

stems,  176 
to  breves  sez,  est,  and  ster,  204 

way  and  jay,  220 

hooks,  185,  187 

simple-stems,  172, 173 
breve-hay      before      initial 
hooks,  218 

to  breve-way,  220 
breve- sez  to  simple  stems,  189 
breves  way,  yay,  and  hay  to 

stems,  217,  218 
Chay  and  Ree  to  stems,  73 
diphthong-sijanis  to  stems,  91 
ens  stems,  202 
hooks  together,  136 
"  6  "  sign  to  stems,  373 
simple   consonant-stems,  52, 

65,66 
sper-stems,  202 
stems  where  "  com  "or  "con  " 

has  been  omitted,  233 
straight      and      semi-circle 

breves  to  stems,  250,  251 

K. 

Kay  before  "  s"  or  "t"  sometimes 

omitted,  311 
Kay  and  Pee  sometimes  omitted, 

510 

L. 

"L"  and  "R",  the  liquids,  133 
L,  final,  after  certain  half  lengths, 
312 
initial,  before  M-P  or  M-B,  312 
Language  defined,  1 
Large  circle  (see  "Breve-sez"),189 

loop,  size  of,  196 
Lee    and    Ree     preferred    after 

straight  stems,  85 
Lee  preferred  to  El,  76 
Lengthened  stems,  hooks  on  macle 
larger,  167 
names  of,  164 
positions  of,  165, 166 


Lengthened  straight  stems  with 

final  hooks,  167 
Lengthening  principle,  164 

defined,  150 

in  phrases,  170 
"Lessness,"  237 
Long-vowels,  10, 11 
Longhand  defined,  1 
Loop  added  to  breve  es  or  est,  204 

for  "  St "  or  "  zd,"  191 
"str,"  196 
Loops,  detachefl,  how  made,  209 

independent,  196 

shaded,  4M 

M. 

M  omitted  from  T-M-Pr,  311 
"Magna,"  "magne,"  "magni,"241 
"  Mentally,  "  mentality,"  241 

positions  of,  241 
Miscellaneous,  434 
9f  nemouic  aids  to  learners,  27 

sentences,  36,  74, 134 
Mnemonics,  figures  for,  434 
"  Modifications  "  in  phrases,  317 
Modified  stems  defined,  150 

order  of  reading,  150 
vowel-sign  placed  after,  151, 
165 

three  short  rules  for  positions 
of,  166 

vowel-places  on,  150 


Names  of  lengthened  stems,  164 
shortened  stems,  151 
the  El-hook  stems,  140 

Er-hook  stems,  141 
Way-hook  stems,  141 
"New,"  "knew,"  and  "now,"  100 
"  Ng-g,"  stem  Ing  used  for,  311 
"  Kgly,"  the  termination,  3i2 
Nominal-consonant,  70,  71 
Non-vocalizable  word-forms,  313 
"Ntial-ly,"  words  ending  in,  311 
Numerals  for  shorthand  writers, 
432 


442 


INDEX. 


"  O  "  in  imaccentM  syllables,  230 

in  closed  syllables,  231 
"O,"  "Oh!"  (interj.),  70 
"  Of,"  breve-sign  for,  99,  253 

in  phrases,  how  written,  253, 
254 

position    of,   alone    and   In 
phrases,  253 
"  Of-aU,"  how  written,  263 
"  Of-aU-their,"  253 
" Oily,"  91,  308 
"  Ology,"  241 

in  abbreviations,  309 
One-vowel  words  and  initials,  70 
Ordinary  letters  by  phonographic 
signs,  225 


Past-tense  outlines,  rules  for,  281, 
284 
of  abbreviations,  284 
Paper  used  in  writing    phonog- 
raphy, 16 
Pen  or  pencil,  either  used,  16 

how  to  hold,  16 
"Pet"    and   "Bet"   joined   after 

Em,  155 
"Phonographer"  deflued,  2 
Phonographic  spelling,  43 

practice  in,  56 
"  Phonography  "  defined,  2 
"  Phraseography  "  defined,  106,  314 
rule  of  position  in,  107,  316 
exceptions  to,  315 
Phrases,  from  signs  to,  316 
words  to,  318-335 
list  of,  336-349 
Plural  vowel-signs,  146 
usefulness  of,  147 
Plurals  and  possessives,  rules  for 

outlines  of,  288,  289 
Position,  abbreviations  and  other 
outlines  out  of,  98 
fourth,  333 
of  words,  34 


Position  of  words  of  but  one  stem, 
34,37 

of  but  one  vowel,  35,  37,  54 
of  more  than  one  stem,  54 
of  more  than  one  vowel,  58 

when  outlines  begin  with 
horizontal  stems  followed 
by  upright  or  slanting 
stems,  54 

object  of  latter  rule,  55 

misleading  rule,  55 

word  of  one  stem  in,  34,  37 

words  out  of,  305 
Positions  of  consonant-stems  ex- 
plained, 34,  35 

shortened  stems,  152, 166 

lengthened  stems,  165, 166 

vowels  without  consonants^ 
70 

words  with  two  accents,  61 
Practice  for  mastery,  424 
Primitive  word  controlling,  232 
Proximity,  "  com,"  "  con,"  etc.,  in- 
dicated by,  233 

"of"  indicated  by,  aban- 
doned, 327 

"of-the"  indicated  by,  328 

straight  breves  and,  287 
Punctuation,    phonographic,    103, 
429 

indicated  by  spaces,  430 

Q. 
Questions  and  answers,  430 

R. 

"  R  "  never  silent,  92 

Reading  exercise,  1st,  20;  2d,  23; 
3d,  25;  4th,  31;  5th,  38;  6th,  39; 
7th,  56  ;  8th,  62 ;  9th,  67  ;  10th,  72 ; 
nth,  77;"  12th,  79;  13th,  83;  14th, 
86;  15th,  90;  16th,  92;  17th,  94; 
18th,  103;  19th,  113;  20th,  115; 
2l8t,  117  ;  22d,  119  ;  23d,  121 ;  24th, 
123 ;  25th,  127  ;  26th,  129:  27th,  131 ; 
28th,  135 ;  29th,  139  ;  30th,  142 ;  3]Bt, 
146;  32d,  148;  33d,  152;  34th,  1&4: 


INDEX. 


443 


35th,  156;  36th,  157;  37th,  158; 
38th,  159;  39th,  160;  40th,  161; 
4l8t,  162;  42d,  167;  43d,  174;  44tb, 
177 ;  45th,  178 ;  46th,  179 ;  47th,  181 ; 
48th,  183;  49  h,  186;  50th,  187 ;  5l8t, 
190 ;  52d,  192  ;  53d,  194 ;  54th,  197  ; 
65th,  199 ;  56th,  202 ;  67th,  205 ;  58th, 
208 ;  59th,  211 ;  60th,  213  ;  6l8t,  215 ; 
62d,  221;  63d,  234;  64th,  237;  65th, 
241 ;  66th,  245;  67th,  255;  68th,  260; 
69th,  264 ;  70th,  272 ;  7l8t,  280 ;  72d, 
284 ;  73d,  290 

Reading  exercises,  379-399 
key  to  the,  399-414 
transcribed,  37 

Readiiiff  phonography,  rules  for,22 

Ree  and  Er  not  joined,  use  of,  74 

Ree  preferred  to  Er,  76 

8. 

"  8  "  added  by  Bmall  circle,  172 
"8elf  "  at  beginning  of  words,  243 
at  end  of  words,  244 
standing  alone,  244 
"  Self-corn  "  or  "  self-con,"  244 
"  Selfish,"  244 
"  Selves,"  final,  244 

standing  alone,  244 
Semi-circle  breves,  268 
Sh  and  L  stems,  when  joined,  74 
"  Ship,"  244 

Shortened  downward  and  upward 
stems,  155 
8temB,hook8on  made  smaller, 
151 
in  abbreviations,  169 
names  of,  151 
positions  of,  152, 166 
Shortening  principle  defined,  150 

in  phrases.  169 
"  Shorthand  "  defined,  1 
Short-vowel   sign,   use,   when  In 

doubt,  231 
Short-vowels,  10, 11 
8hun-hook,  126 

and  breves,  218 
etems,  names  of,  137 


Shun  and  Ter  hook  abbreviations, 
130 

exercises  on,  131 
Silent  letters,  92 

Similar  signs  for  similarsounds, 7  8 
"  Simple  end  "  of  a  stem,  114 
Small  circle  on  simple  stems,  172 

loop,  the,  191 
size  of,  191 
"Soever"  in  compounds,  239,  240 
Solemn  or  poetic  style,  forms  of,  376 

auxiliary  verbs,  378 
Sounds  in  English  language,  num- 
ber of,  3 

kinds  of,  3 
Special  vocalization,  143 
Specially    distinguished,    certain 
outlines,  350 

list  of  words  and  phrases, 
352-371 
special  remarks  on,  371-374 
Speed,  accuracy  before,  16 
"  Speed  Practice,"  424 
Sper-stems,  niles  for  use  of,  203 

vocalization  of,  201 

order  of  reading,  201 
"  Stenographer"  defined,  2 
"  Stenography  "  defined,  2 
Stenotypy,  246 
Straight  stems  with  final  hooks, 

lengthened,  167 
Suggestions  about  outlines,  436 
Syllable,  accented,  58,  59 

defined,  68 

has  only  one  vowel-sound,  58 
Syllables  without  vowels,  69 


"  T  "  or  "  D  "  added  by  halving,  161 

Ter  or  Ther  hook,  129 
"  The,"  dot-sign  for,  99 

final,  breve  sign  for,  263,  264 
Ther-hook  in  phrases,  130 
"  Three  I's,"  the,  434 
"Tl"  and  "dl,"  outlines  ending 
in,  374 


444 


INDEX. 


U. 

"U,"  syllable,  by  breve-yay,  219 
(vowel)    in  unacceuted   syl- 
lables, 231 
"  Uatlou,"  by  breve-yay  aud  Sliuu- 

hook  blended,  219 
Unaccented  vowels,  how  to  write, 
228 


Vee-hook  (see  Ef  and  Vee  book) 

on  curved  stems,  240 
Vertically  upward,  stems  struck, 

312 
Vowol-letters,  3 
Vowel-places,  21 

diagrams  of,  21 

names  of,  21 

number  of,  21 
Vowel-signs,  3 

complete  table  of,  36 

bow  distinguislied,  9 

names  and  sounds  of,  40-43 

plural,  146 

reading  tbe,  43-45 

specific  directions  about  writ- 
ing, 50,  51 

table  of,  22 

writing  tbe,  45-47 
Vowel-sounds,  3 

classittcation  of,  9-11 
Vowels  only,  words  composed  of, 

70 
Vowels  sounded  across,  36 

W. 

"  W  "  on  Lee,  hook-breve  for,  220 
Way  and  Yay  hooks,  141 
"  Way,"  the  word,  added  by  breve- 
way,  271 
syllable,  by  breve-way,  219 
"  We,"  alone  and  in  phrases,  breve 
aud  stem  signs  for,  270 
hook  breve  for,  271 
joined  finally  and  medially, 
271 


"  We  "  joined  initially,  270 

"Weel,"220 

"  Wh,"  220 

"Wh"  and  "  w,"  words  beginning 

with,  374 
"  What,"   alone   and   in   phrases, 
breve-sign  for,  269 
hook-breve  for,  270 
position  of  in  phrases,  269 
"Whatever"  and  "whatsoever," 

270 
"When,"  alone   and    in  phrases, 
breve-sign  for,  268 
where  it  may  be  joined,  268 
"When-will,"  how  written,  269 
"Whenever"  and  "whensoever," 

269 
"  Who  "  and  "  whom  "  distinguish- 
ed, 100,  225 
"  Who-are,"    "  who-have,"   "  who- 

will,"  255 
"  Who  "  before  "  did,"  "  could,"  and 

"  should,"  255 
"  Who  "  or    "  whom,"   breve-sign 
for,  99 
in  phrases,  255 
position,  255 
Whole  numbers,  432 
"With,"    alone    and  in    phrases, 
breve  and  stem  signs  for,  269 
position  of  in  phrases,  269 
the  syllable,  244 
"  Without,"  breve-sign  for,  268 
in  phrases,  268 
position  of  in  phrases,  268 
"  Word  "  defined,  1 
Word-position  explained,  34 
Word-positions  suggested  by  vow- 

el-jilaces,  36 
Woids  and  proper  names  written 

as  pronounced,  92 
Words  of  more  than  one  stem,  how 
to  write  the  vowel-signs  of, 
52,  53 
more  than  one  vowel,  posi- 
tion of,  58 
"  Worthy,"  244 


INDEX. 


445 


"Would,"  alone  and  in  phrases, 

breve  and  stem  signs  for,  270 

indicated  by  enlarging  Moid 

or  Noid,  272 
joined  finally  and  medially 
270 

initially,  270 
position  in  plirases,  270 
"Writing"  defined,  1 
Writing  exercise,  ist,  20;  2d,  25; 
3d,  26;  4tll,  32;  5th,  38;  6th,  40; 
7th,  57 ;  8th,  63 ;  9th,  68  ;  10th,  72 ; 
11th,  77 ;  12th,  79  ;  13th,  84 ;  14th, 
88;  15th,  90;  16th,  93;  17th,  96; 
18th,  105;  19th,  115 ;  20th,  117 ;  2l8t, 
118 ;  22d,  120 ;  23d,  122  ;  24th,  125  ; 
25th,  128;  26th,  130;  27th,  132; 
28th,  137;  29th,  140;  30th,  142; 
3l8t,  l45 ;  32d,  149  ;  33d,  153  ;  34th, 
154;  35th,  156;  36th,  157;  37th, 
158;  38th,  159;  39th,  161;  40th, 
162;  4l8t,  163;  42d,  168;  43d,  175; 
44th,  178;  45th,  179;  4Cth,  180. 
47tta,  183;    48th,    184;    49th,  186; 


50th,  188;  51 8t  190;  52d,  193;  53d. 
195;  54th,  198;  55th,  200;  56th, 
203 ;  57th,  206;  58th,  209 ;  59th,  212; 
60th,  214  ;  6l8t,  216 ;  62d,  223 ;  63d, 
236 ;  64th,  23  ;  65th,  243 ;  66th,  246 ; 
67th,  257  ;  68th, 261 ;  69th,  265 ;  70th; 
274 ;  7l8t,  280 ;  72d,  287  ;  73d,  291 
Writing  phonography,  rules  for,  24 


"  Y  "  in  unaccented  syllables,  231 
"  You "  and  •'  your,"  alone  and  in 
plirases,   breve    and   stem 
signs  for,  271 
indicated  toy  enlarging  Thoid 

or  Soid,  272 
position  of  in  phrases,  271 


"  Z  "  added  by  small  circle,  172 
Zee,  when  to  use  the  stem,  276, 27i 
Zhun-hook  (see  "  Shun-hook") 
shaded,  434 


COURSE  OF  TWENTY  LESSONS. 

The  Essentials  of  Phonography,  taught  in  this  book, 
are  condensed  into  the  following  course  of  twenty 
lessons. 

References  are  to  paragraphs,  unless  otherwise  stated. 

Some  things  are  to  be  merely  read  over  and  others 
are  to  be  thoroughly  learned.  The  former  are  indicated 
by  the  word  "  Read  "  and  the  latter  by  the  word 
"  Learn." 

"  Read  or  transcribe  "  means  either  to  read  (men- 
tally or  orally),  or  to  write  out  in  longhand. 

Words  enclosed  in  brackets  at  the  end  of  Writing 
Exercises  are  not  intended  to  be  included  in  these  Les- 
sons. (See  words  following  paragraphs  393,  459,  492, 
etc.) 

LESSON  L 

1.  Read  14  to  22,  pages  3  and  4,  and  76  to  82. 

2.  Memorize  first  16  consonant-stems  in  the  Alphabet 
on  page  18,  calling  each  by  the  name  opposite  it  in  the 
third  column. 

3.  Learn  85  to  87. 

4.  Read  the  First  Reading  Exercise,  page  20,  accord- 
ing to  direction  at  88. 

5.  Write  the  First  Writing  Exercise,  page  20,  accord- 
ing to  directions  at  89,  90. 

6.  Learn  91,  92,  97,  and  98,  and  study  carefully  all 
of  the  illustrations  under  97  and  98. 

7.  Read  93  to  96. 

8.  Memorize  the  signs  of  the  long-vowels  in  the 
Alphabet,  page  18,  and  in  table  of  vowel-signs,  page 
22,  calling  them  by  their  names  respectively,  ah,  a,  e, 
aw,  o,  00. 

447 


448  COURSE   OF  TWENTY   LESSONS. 

9.  Read  or  translate  the  Second  Reading  Exercise, 
page  23,  as  directed  at  99. 

10.  Learn  100,  studying  carefully  all  of  the  illustra- 
tions under  subdivisions  I.  and  11. 

11.  Learn  loi  and  102. 

12.  Write  the  Second  Writing  Exercise  at  103,  page 
25- 

LESSON  IL 

1.  Learn  104. 

2.  Memorize  last  9  consonant-stems  on  page  18,  call- 
ing each  by  name  given  in  third  column. 

3.  Read  four  lines  of  the  Third  Reading  Exercise, 
page  26,  according  to  directions  at  105. 

4.  Write  three  lines  of  107,  page  27. 

5.  Read  or  translate  Fourth  Reading  Exercise,  page 

6.  Write  Fourth  Writing  Exercise,  page  32. 

LESSON  IIL 

1.  Read  131  to  133. 

2.  Learn  134  and  137,  and  study  carefully  examples 
under  138,  pages  ;^^  and  34. 

3.  Read  140  and  142. 

4.  Learn  143  to  147,  and  159. 

5.  Read  160  to  162. 

6.  Read  or  translate  the  first  four  words  of  each  line 
of  the  Fifth  Reading  Exercise,  page  38. 

7.  Write  first   four  words  of  each  line  of  the  P'ifth 
Writing  Exercise,  same  page. 

8.  Read  or  translate  the  first  four  words  in  each  line 
of  the  Sixth  Reading  Exercise,  page  39. 

9.  Write  the   first  four  words  in  each  line  of  the 
Sixth  Writing  Exercise,  page  40. 

LESSON  IV. 

1.  Read  222  and  223,  page  52. 

2.  Learn  224,  227,  and  228,  carefully  studying  the 
four  lines  of  illustrations  on  page  53. 


COURSE   OF  TWENTY   LESSONS.  449 

3.  Learn  229  and  230,  and  read  231  to  233. 

4.  Read  or  translate  the  first  three  words  in  each  line 
of  the  Seventh  Reading  Exercise,  pages  56  and  57. 

5.  Write  first  three  words  in  each  line  of  the  Seventh 
Writing  Exercise,  page  57. 

LESSON  V. 

1.  Learn  234,  241,  and  253. 

2.  Read  or  translate  first  three  words  in  each  line  of 
the  Eighth  Reading  Exercise,  pages  62  and  6;^. 

3.  Write  first  three  words  in  each  line  of  the  Eighth 
Writing  Exercise,  page  6^. 

4.  Learn  256  and  257. 

5.  Read  or  translate  first  three  words  in  each  line  of 
the  Ninth  Reading  Exercise,  pages  67  and  68. 

6.  Write  first  three  words  in  each  line  of  the  Ninth 
Writing  Exercise,  page  68.' 

LESSON  VL 

1.  Read  265  to  271,  carefully  studying  the  illustra- 
tions. 

2.  Read  279  and  280. 

3.  Learn  286. 

4.  Read  289,  290,  291,  292,  294,  296,  297,  298,  303, 
304,  306,  307,  310,  311,.  317,  and  318. 

5.  Read  or  translate  first  two  words  in  each  line  of 
Reading  Exercises  numbered  Eleventh,  page  77  ; 
Twelfth,  page  79;  Thirteenth,  pages  83,  84;  Four- 
teenth, pages  86,  87 ;  Fifteenth,  page  90. 

6.  Write  first  two  words  in  each  line  of  corresponding 
Writing  Exercises,  pages  77,  78,  79,  84,  88,  90. 

LESSON  VII. 

1.  Read  321  to  349. 

2.  Read  or  translate  Eighteenth  Reading  Exercise, 
pages  103  to  105. 

3.  Write  Eighteenth  Writing  Exercise,  page  105. 

4.  Read  350  to  358. 


450  COURSE    OF   TWENTY    LESSONS, 

LESSON  VIII. 

1.  Read  359  to  372. 

2.  Learn  373,  carefully  studying  the  illustrative  ex- 
amples. 

3.  Read  or  translate  the  Nineteenth  Reading  Exer- 
cise, pages  113,  114,  and  the  first  five  lines  of  the 
Twentieth  Reading  Exercise,  page  115. 

4.  Write  the  Nineteenth  Writing  Exercise,  page  115, 
and  the  first  five  lines  of  the  Twentieth  Writing  Exer- 
cise, page  117. 

5.  Learn  382. 

6.  Read  or  translate  first  two  words  in  each  line  of 
Twenty-third  Reading  Exercise,  pages  121,  122. 

7.  Write  first  two  words  in  each  line  of  Twenty-third 
Writing  Exercise,  page  122. 

8.  Read  381  and  385. 

9.  Read  or  translate  the  Twenty-fourth  Reading  Ex- 
ercise, pages  123  to  125. 

LESSON  IX. 

1.  Learn  390  and  394. 

2.  Read  or  translate  first  three  words  in  each  line  of 
the  Twenty-fifth  and  Twenty-sixth  Reading  Exercises, 
pages  127,  128,  and  129. 

3.  Read  400  and  401. 

4.  Read  or  translate  Twenty-seventh  Reading  Exer- 
cise, page  131. 

5.  Write  first  three  words  in  each  line  of  Twenty-fifth 
Writing  Exercise,  page  128,  and  Twenty-sixth  Writ- 
ing Exercise,  page  130. 

LESSON  X. 

1.  Read  403  to  408. 

2.  Learn  409,  page  134,  and  415,  page  138. 

3.  Read  or  translate  first  two  words  in  each  line  of 
Twenty-eighth  Reading  Exercise,  pages  135  to  137, 
and  Twenty-ninth,  pages  139  and  140. 


COURSE   OF  TWENTY   LESSONS.  451 

4.  Write  first  two  words  in  each  line  of  correspond- 
ing Writing  Exercises,  pages  137,  138,  and  140. 

5.  Learn  424,  pages  142  and  143. 

6.  Read  or  translate  first  two  words  in  each  line  of 
Thirtieth  Reading  Exercise,  page  143. 

7.  Write  first  two  words  in  each  line  of  Thirtieth 
Writing  Exercise,  page  144. 

8.  Learn  426. 

LESSON  XI. 

1.  Read  437  to  442. 

2.  Learn  443,  445,  447,  448. 

3.  Read  or  translate  first  two  words  in  each  line  of 
the  following  Reading  Exercises:  Thirty-third,  page 
152;  Thirty-fourth,  page  154;  Thirty-fifth,  page  155; 
Thirty-sixth,  page  157  ;  Thirty-seventh,  page  158; 
Thirty-eighth,  page  159;   Thirty-ninth,  page  160. 

4.  Write  first  two  words  in  each  line  of  the  corre- 
sponding Writing  Exercises,  pages  153,  154,  156,  157, 
158,  159,  160,  161. 

5.  Learn  462,  and  464  to  467. 

6.  Read  or  translate  first  two  words  in  each  line  of 
Forty-second  Reading  Exercise,  pages  167,  168. 

7.  Write  first  two  words  in  each  line  of  Forty-second 
Writing  Exercise,  pages  168,  169. 

LESSON  XIL 

1.  Read  477  (page  171)  to  482. 

2.  Learn  483  and  study  examples  at  bottom  of  page 

173- 

3.  Read  or  translate  the  first  three  words  of  each  line 
of  Forty-third  Reading  Exercise,  pages  174,  175. 

4.  Write  first  three  words  of  each  line  of  Forty-third 
Writing  Exercise,  page  175. 

5.  Learn  488,  489,  and  495, 

6.  Read  or  translate  first  two  words  of  each  line  of 
Reading  Exercises  numbered  Forty-fourth,  page  177; 
Forty-fifth,   page   178;   Forty-sixth,    page   179;   Forty- 


462  COURSE   OF   TWENTY    LESSONS. 

seventh,  page  i8i;  Forty-eighth,  page  183;  Forty-ninth, 
page  186;  and  Fiftieth,  page  187. 

7.  Write  first  two  words  of  each  line  of  Forty-fourth 
to  Fiftieth  Writing  Lessons. 

8.  Learn  500  and  read  503  to  505. 

9.  Read  or  translate  the  first  three  words  of  each  line 
of  Fifty-first  Reading  Exercise,  page  190. 

10.  Write  first  three  words  of  each  line  of  Fifty-first 
Writing  Exercise. 

LESSON  XIII. 

1.  Learn  507,  511,  and  512,  and  read  514. 

2.  Read  or  translate  first  three  words  of  each  line  of 
Fifty-second  Reading  Exercise,  page  192,  and  Fifty- 
third  Reading  Exercise,  page  194. 

3.  Write  first  three  words  in  each  line  of  Fifty-second 
and  Fifty-third  Writing  Exercises. 

4.  Learn  516,  519,  520,  521,  522,  and  523. 

5.  Read  or  translate  first  three  words  of  each  line  of 
Fifty-fourth  Reading  Exercise,  page  197. 

6.  Write  first  three  words  of  each  line  of  Fifty-fourth 
Writing  Exercise. 

LESSON  XIV. 

1.  Learn  527,  529,  and  532  to  535,  and  539  and  540. 

2.  Read  or  translate  first  two  words  in  each  line  of 
Reading  Exercises,  Fifty-fifth,  pages  199,  200;  Fifty- 
sixth,  pages  202,  203;  and  Fifty-seventh,  page  205. 

3.  Write  first  two  words  in  each  line  of  corresponding 
Writing  Exercises,  pages  200,  203,  204,  206. 

4.  Read  or  translate  Fifty-eighth  Reading  Exercise, 
pages  208,  209. 

LESSON  XV. 

I.  Learn  552  and  553,  page  210,  read  555,  and  study 
three  lines  of  examples  under  556,  page  211. 
•     2.   Learn  558,    559,   and  561,   and   study  examples 
under  563. 


COURSE   OF  TWENTY   LESSONS.  468 

3.  Read  or  translate  first  three  words  in  each  line  of 
Reading  Exercises  Fifty-ninth,  pages  211,  212;  Sixtieth, 
pages  213,  214;  and  Sixty-first,  pages  215,  216. 

4.  Write  the  first  three  words  in  each  line  of  the  cor- 
responding Writing  Exercises. 

LESSON  XVI. 

1.  Learn  567,  568,  569,  575,  576,  577,578,  579,  58°, 
581,  588. 

2.  Read  or  translate  first  three  words  in  each  line  of 
the  Sixty-second  Reading  Exercise,  pages  221  to  223. 

3.  Write  the  first  three  words  of  each  line  of  the 
Sixty-second  Writing  Exercise,  pages  223,  224. 

4.  Learn  614,  615,  619,  620. 

5.  Read  or  translate  the  first  three  words  in  each  line 
of  the  Sixty-third  Reading  Exercise,  pages  234  and 
235,  down  to  the  ninth  line  on  page  235,  and  the  whole 
of  lines  10  to  14  on  same  page. 

6.  Write  the  first  three  words  of  each  line  of  the 
Sixty-third  Writing  Exercise,  page  236. 

LESSON  XVIL 

1.  Learn  624,  625,  627,  628,  629,  630,  633,  639,  640, 
642,  644,  648,  650,  651,  652. 

2.  Read  or  translate  the  first  two  words  in  each  line 
of  the  following  Reading  Exercises:  Sixty-fourth,  page 
237;  Sixty-fifth,  pages  241,  242;  Sixty-sixth,  page  245. 

3.  Write  or  translate  the  first  two  words  in  each  line 
of  the  corresponding  Writing  Exercises,  pages  238,  243, 
and  246. 

LESSON    XVIIL 

1.  Learn  669,  673,  678,  680,  681,  685,  687,  688,  689, 
691,  and  read  everything  else  from  660  to  695. 

2.  Read  or  translate  first  two  characters  in  each  line 
of  Sixty-seventh  Reading  Exercise,  pages  255  to  257. 

3.  Write  the  following  phrases:  I  did,  I  think,  I 
could,  I  hope,  I  can,  I  say,  I  want,  I  shall,  I  believe. 


464  COURSE   OF  TWENTY  LESSONS. 

if  I  may,  I  suppose,  I  have,  I  will  be.  Of  your  (760), 
of  the,  of  him,  of  his,  of  a,  of  whom,  of  this,  instead  of, 
matter  of  fact,  many  of  the,  some  of  the,  of  all  the. 
Put  the,  thought  the,  under  the.  Sent  the,  stand  the, 
pay  the,  are  the,  saw  the,  above  the,  name  the,  bear 
the,  along  the.  Done  the,  which  of  the,  before  the, 
assign  the,  then  the,  try  the,  while  the,  near  the.  Pass 
the,  which  is  the,  cause  the,  thinks  the,  where  is  the. 
Meeting  the,  charging  the,  giving  the,  moving  the. 
Have  been,  have  I,  have  a,  have  the,  have  you,  have 
we  (756).  Who  were,  who  is,  who  may,  to  whom,  who 
have,  who  will,  who  can,  who  could. 

4.  Learn  703,  704,  707. 

5.  Read  or  translate  the  first  three  characters  in  each 
line  of  Sixty-eighth  Reading  Exercise,  page  260. 

6.  Write  the  following  phrases:  A  check,  and  which, 
and  our,  and  were,  and  this,  and  yet,  and  will,  and  all, 
a  little,  and  the,  and  is  a,  and  is  the,  and  as  the,  a 
great.  Which  a,  in  a,  such  a,  under  a,  before  a,  that 
a,  to  a,  could  a.     Thinking  a,  leaving  a. 

7.  Learn  711,  712,  713,  719,  720,  722,  724,  725. 

8.  Read  or  translate  first  three  characters  in  each  line 
of  Sixty-ninth  Reading  Exercise,  page  264. 

9.  Write  the  following  phrases:  He  ought,  he  did,  he 
can,  he  will,  he  shall,  he  may  have,  he  found,  he  does, 
he  thinks,  he  has  not.  He  would,  he  said,  he  says,  he 
was,  he  never,  he  understood.  Did  he,  which  he,  can 
he,  was  he,  whether  he,  than  he,  can't  he.  To  him, 
recollect  him,  by  him,  know  him,  he  told  him,  around 
him.  How  can,  how  do,  how  long,  how  was,  how  much, 
how  often,  how  far,  how  near,  how  did  you,  how  soon, 
on  how  many,  how  are  you. 

LESSON  XIX. 

1.  Learn  735  to  737,  739,  743,  744,  745,  746,  750, 
753.  754,  759,  760,  762. 

2.  Read  or  translate  first  three  characters  in  each 
line  of  Seventieth  Reading  Exercise,  pages  272  to  274. 

3.  Write  the  following  phrases:  without  the,  without 


COURSE   OF  TWENTY   LESSONS.  455 

a,  without  him,  without  us,  without  you-r  (762),  with- 
out which,  when  the,  when  a,  when  he,  when  we,  when 
your,  when  you-r  (762),  when  is  your,  when  will  (741), 
when  is  the,  whenever.  With  the,  with  a,  with  him, 
with  his  (us),  with  which,  with  you-r  (762),  what  the, 
what  a,  what  is,  what  is  the,  what  is  a,  what  you-r  (762), 
what  else,  at  what,  whatever.  Would  the,  would  a, 
would  do,  would  not,  would  like,  would  you  (762),  how 
would,  he  would,  they  would.  We  have,  we  would,  we 
do,  we  did  not,  we  were,  we  think,  we  know.  How  far 
away.  You  and  I,  you  had,  you  cannot,  you  were 
there,  you  will,  you  would  (762),  you  would  not.  And 
you,  have  you,  how  you,  what  is  your,  when  did  you,  if 
you,  show  you,  did  n't  you. 

LESSON  XX. 

1.  Read  774  to  809. 

2.  Read  or  translate  first  two  words  in  each  line  of 
Seventy-first  Reading  Exercise,  page  280;  first  three 
words  in  each  line  of  Seventy-second  Reading  Exercise, 
pages  284  to  286;  and  first  two  words  of  each  line  of 
Seventy-third  Reading  Exercise,  pages  290  and  291. 

3.  Write  like  number  of  words  of  each  line  of  corre- 
sponding Writing  Exercises. 


WORKS  BY  W.  H.  P.  PHYFE 


HOW  SHOULD  I  PRONOUNCE  ? 

Or  the  Art  of  Correct  Pronunciation.     16°      .         .         .         .         $1.25 

Popular  edition,  16°  .         ....         .         •       75  cts. 

_"  I  appreciate  its  value,  and  indorse  your  work  as  a  most  serviceable  aid  to  all  who 
wish  to  speak  our  language  correctly."— Edwin  Booth. 

THE  SCHOOL  PRONOUNCER. 

Based  on  Webster's  Unabridged  Dictionary.     16°.  pp.  366      .         $1.25 

'■  A  scholarly  and  scientific  presentation  of  a  most  difficult  subject."— Prof.  T.  W- 
Hunt,  College  of  New  Jersey. 

SEVEN  THOUSAND  WORDS  OFTEN 
MISPRONOUNCED. 

A  guide  to  correct  pronunciation.  Fourth  revised  edition  (51st  thousand), 
with  supplement  of  1400  additional  words.     16°        .         .         $1.00 

"A  complete  and  conveniently  arranged  hand-book  of  the  difficulties  in  English 
pronunciation." — Cambridge  Tribune. 

It  js  compiled  with  great  industry  and  a  careful  study  of  authorities,  as  well  as 
an  enlightened  application  to  special  and  first-handed  sources  of  information,  and  1  am 
confident  that  it  will  contribute,  as  you  intend,  toward  a  more  accurate  pronunciation 
of  our  language."— Prof.  W.  D.  Whitney,  Yale  College,  editor  of  the  Century 
Dictionary. 

THE  TEST  PRONOUNCER. 

A  companion  volume  to  "'  7CXX)  Words  Often  Mispronounced,"  contain- 
ing the  identical  list  of  words  found  in  the  larger  work,  arranged  in 
groups  of  ten,  without  diacritical  marks  for  convenience  in  recita- 
tions.    16°        ,         .         .         .         .         .         .         .         .       50  cLs 

"  This  last  volume  was  prepared  at  the  suggestion  of  many  teachers,  and  it  will  be 
found  of  great  value  to  others  as  well.  .  It  is  admirable  in  purpose,  and  supplements 
completely  the  previous  work." — Boston  Times. 

5000  WORDS  COMMONLY  MISSPELLED. 

A  carefully  selected  list  of  words  difficult  to  spell,  together  with  direc- 
tions for  spelling,  and  for  the  division  of  words  into  syllables  ; 
with  an  appendix  containing  the  rules  and  list  of  amended  spell- 
ings recommended  by  the  Philological  Society  of  London,  and  the 
American  Philological  Association.  16°  .  .  .  -75  cts. 
This  book  is  a  work  of  reference,  and  will  be  found  very  useful.     It  contains  a 

carefully  selected  list  of  words  difficult  to  spell.     .    .     .    The  simple  rules  given,  with 

suggestions,  are  admirable."— i)//««^a/o//j  Tribune. 

'  This  list  of  words  often  misspelled  has  been  selected  with  the  utmost  care." — 

Detroit  Free  Press. 


G.  P.  PUTNAM'S  SONS.  New  York  and  London. 


LANGUAGE. 


SOME  COMMON  ERRORS  OF  SPEECH. 

Suggestions  for  the  Avoiriing  of  Certain  Classes  of  Errors,  together  with 

Examples  of  Bad  and  of  Good  Usage.     By  Alfred  G.  Cumpton, 

Professor  in  College  of  the  City  of  New  York.     12°  .         $  .75 

"  The  book  calls  up  many  interesting,  not  to  say  fascinating,  lapses  from  strict 
grammar,  and  is  very  valuable.  In  its  index  expurgatorius  will  be  found  many  sur- 
prises by  the  self-supposed  learned." — Chicago  Times-Herald. 

A  SIMPLE  GRAMMAR  OF  ENGLISH  NOW  IN  USE. 

By  John  Earle,  A.M.,  LL.D.,  Professor  of  .■\nglo- Saxon,  University 
of  Oxford,  author  of  "  English  Prose:  Its  Elements,  History,  and 
Usage  "     12" $1.50 

"  The  book  is  a  clear,  careful,  and  scholarly  treatise  on  the  English  Language  and 
its  use,  rather  than  a  work  of  science.  It  is  a  book  that  will  be  valuable  to  teachers 
and  to  students  of  language  everywhere."  —  Washington  Times. 

THE  ENGLISH  LANGUAGE  AND  ENGLISH  GRAMMAR. 

An  Historical  Study  of  the  Sources,  Development,  and  Analogies  of  the 
Language,  and  of  the  Principles  Covering  its  Usages.  Illustrated 
by  Copious  Examples  by  Writers  of  all  Periods.  By  Samuel 
Ramsky.     8° $2  00 

"  Mr.  Ramsey's  work  will  appeal  especially  to  those  that  desire  to  know  something 
more  about  the  history  and  philology,  the  growth  and  mistakes  of  their  native  tongue 
than  is  given  in  the  ordinary  text-books." — Baltimore  Sun. 

ORTHOMETRY. 

A  Treatise  on  the  Art  of  Versification  and  the  Technicalities  of  Poetry, 
with  a  New  and  Complete  Rhyming  Dictionary.    By  R.  F.  Brewer, 

B.A.     12°,  pp.  XV.  -f- 376 $2.00 

"  It  is  a  good  book  for  its  purpose,  lucid,  compact,  and  well  arranged.  It  lays  bare, 
we  believe,  the  complete  anatomy  of  poetry.  It  affords  interesting  quotations,  in  the 
way  of  example,  and  interesting  comments  by  distinguished  critics  upon  certain  pas- 
sages from  the  distinguished  poets." — N.  Y.  Sun. 

MANUAL  OF  LINGUISTICS. 

An  Account  of  General  and  English  Phonology.    By  John  Clark,  A.M. 

8°,  pp.  Ixiii.  -|-  314 $2.00 

"  Mr.  Clark  has  traced  the  English  language  back  to  its  foundations  in  his  work 
'  Manual  of  Linguistics.'  It  is  an  interesting  theme,  and  his  book  will  prove  very  use- 
ful for  reference,  for  he  has  culled  from  many  sources  and  gone  over  a  wide  territory." 
— Detroit  Free  Press. 

COMPOSITION  IN  THE  SCHOOL-ROOM. 

A  Practical  Treatise.     By  K.  Gai.braith.     16°,  cloth    .         .         $r.oo 

"The  author  has  drawn  fully  from  the  best  writers  on  the  subject,  and  her  book  is  an 
epitome  of  the  bes'  thought  of  all." — Boston  Transcript. 


G.  p.  PUTNAM'S   SONS,  New  York  and  London. 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 

Los  Angeles 

This  book  is  DUE  on  the  last  date  stamped  below. 


MAY  1 9  1959 
JAN  2  5  196a 


UNIVERSITY  Of  CaUFUKTiia 

AT 

LOS  ANGELES 

LIBRARY 


UC  SOUrHERN  Rf 


A     000  578  801 


